The document outlines the activities, progress, and outcomes of the EHISTO project, which focuses on integrating history education with media and intercultural understanding across Europe. The project is culminating in a final publication that will present findings, interdisciplinary approaches, and case studies on the use of popular history magazines in educational contexts. Additionally, updates on workshops, meetings, and evaluations of teaching materials underscore the project's commitment to enhancing history education and teacher training through collaboration and research dissemination.

1. 1
NEWS FROM EHISTO
Index
Concept of the final publication, part I
Report about 3rd meeting in Salamanca
EHISTO in UMEA/Stanford conference
Results of work packages 6, 7 and 8
Announcement of the Wroclaw conference
Further Echoes of EHISTO in China
EHISTO network
EHSITO related events
September 2014
Presentation of the concept of the final publication - part I
Miriam Hannig (University of Augsburg)
The main outcomes of EHISTO will be summarized in a final publication, which will be available as print and digital online version at the end of the project. The final publication consists of three different parts:
1) EHISTO report and main outcomes
2) Interdisciplinary approaches
3) Exemplary studies from different European countries
Fourteen articles present the state of the art of the use of popular history maga- zines - as didactical materials in schools and beyond. Different analyses of natio- nal markets of popular history magazines, comparative accesses, experiences gained in schools and group discussions are topics which will be discussed in the final publication. In this newsletter, and the next one, we will present some of the articles in a short summary.
EHISTO Newsletter #3
September 2014
The EHISTO-project will last from November 2012 until October 2014. During that time this newsletter will provide an up-date of the project activities. This third edition informs about the concept of the final publi- cation, the third project meeting in Salamanca, results of various Work Packages, and a presentation about popular history magazines in China. Apart from giving an insight of the project work the newsletter invites you to get acquainted with the pro- ject members and the partner schools, who will introduce themsel- ves in every edition of the newslet- ter. Finally each issue will present other relevant activities and events related to the EHISTO-project. The EHISTO-team is pleased to launch this third issue of the newsletter. In case you want to subscribe to the newsletter please refer to the website:
www.european-crossroads.de/ newsletter/.

2. 2
EHISTO Newsletter #3
Bygone news. The journalistic formatting of history Fabio Crivellari
Illustrating history in a plain way by highlighting news values and journalistic rhetorics history magazines are treating the past as a journalistic subject. The article claims for looking at journalism as the major narrative in mass media society and therefore in popular history products as well.
Fabio Crivellari, Dr. phil., lecturer on History and Media at the University of Constance, exhibitions and media projects esp. for educational purposes, several publications on medi- a history and public history. Main research interests: medial logic of historical narratives, history politics, history/heritage marketing.
Popular knowledge communication in history maga- zines from a perceptual psychology point of view Manuela Glaser
History magazines present historical information in a more or less entertaining way. The article analyses these strate- gies of presentation, discusses how they influence the recipients' psychological processing, and describes history- specific aspects of knowledge acquisition.
Manuela Glaser, Dr. rer. nat., Psychologist and Research Scientist at the Institut für Wissensmedien / Knowledge Me- dia Research Center in Tübingen. Main research interest: learning with uncertain information in historical reconstruc- tions, edutainment, and informal learning in museums.
Popular historical writing from a narratological perspective Stephan Jaeger
The chapter analyzes the degrees of narrativity that can be found in popular historical representations by analyzing examples from popular historical books, history magazines, documentary films, and the historical museum. It discusses narrative devices such as experientiality, the simulation of historical presence, and the focalization of collectives that are particularly relevant for popular historical writing.
Stephan Jaeger is Full Professor of German Studies at the University of Manitoba, Winnipeg, Canada. Extensive publi- cations, including two monographs and five co-edited books, on historiographical narratology, history and literature, docu- mentary history in historiography, film, and the museum, representations of war, and romantic and modern poetry.
The use of powerful men, naked women and war to sell. Popular history magazines in Sweden. Monika Vinterek
This investigation was made within the frame of the interna- tional project “History sells” with the aim to examine how history is presented to laymen under commercial conditions and what particular didactic means and strategies are used to make the content of the magazines appealing to the reader.
The article presents an overview of the history magazine market in Sweden from the last decade of 1900 to July 2011 with a closer look at the two biggest magazines. The front covers of issues from five years have been described and analysed on the basis of which time periods, places, main topics and images that has been referred to.
The number of magazines increased during the period stu- died and the number of issues sold each year for each ma- gazine rose tremendously. Twelve magazines were found that present popular history. Eleven of these could be found in newsstands and in stores and one was a web magazine. Most of the readers were men, about twice as many as wo- men.
An examination of the popular history magazines' own presentations reveals many similarities. Dramatic events, excitement, fun and entertainment are the sort of words used to express what some of the magazines want to give the reader. The analysis of the front cover pages reveals some clear trends. It is the history of Europe, the 1900s, which dominate the overall impression. The use of headlines and images referring to Hitler and war, often the Second World War, and also nude women, seem to be strategies that magazines choose in order to sell.
The ambitions which the magazines express themselves do not seem to correspond with the findings of investigation of front covers. The study raises many questions that need to be further investigated. What is learnt by these magazines is perhaps the most important one.
Monika Vinterek, Professor in Educational Work and Re- search Director of Education and Learning at Dalarna Uni- versity and Visiting Professor at Department of Applied Edu- cational Science at Umeå University. Main research inte- rests: General Didactics and History Didactics, teaching and learning in the area of educational practice.
The other summaries of the articles will be presented in the next EHISTO newsletter.
Presentation of the concept of the final publication – part I

3. 3
EHISTO: European History Crossroads as pathways to inter- cultural and media edu- cation
LLP-Comenius-Project, 11/2012-10/2014
Coordinator: University of Augsburg, Department of History Didactics
Consortium: University of Augsburg (Germany), Uni- versity of Salamanca (Spain), Academy of Łódź (Poland), Dalarna University (Sweden), University of East Anglia (United Kingdom), FWU Institute for Film and Pictures in Science and Education (Germany)
Partner schools: Holbein- Gymnasium, Augsburg (Germany), Gymnasium Friedberg (Germany), St.- Thomas-Gymnasium, Kammeltal (Germany), IES „Campo Gharro“, La Fuente de San Esteban (Spain), IES „Federico García Bernalt“, Salamanca (Spain), Zespół Szkół Integracyjnych nr 1 w Łódź (Poland), Borgaskolan, Gävle, (Sweden), Östra gymnasiet, Trångsund (Sweden), Hellesdon High School, Norwich (United Kingdom).
Consultans: Prof. Dr. Susanne Kinnebrock, Uni- versity of Augsburg (Germany), Ass. Prof. Dr. Katja Gorbahn, Aarhus Uni- versity (Denmark), Prof. Dr. Meng Zhongjie and Shen Chencheng M.A., East Chi- na Normal University Shang- hai (China)
Sponsors: EU-Lifelong Learning Programme, Bava- rian Research Alliance
Website: www.european-
EHISTO consortium — Third meeting in Salamanca (Spain)
EHISTO Newsletter #3
Third EHISTO-project meeting from 11 - 14 May 2014 in Salamanca
Miriam Hannig (University of Augsburg)
From 11 - 14 May 2014, the project partners of the EU-project "European History Crossroads as Pathways to Intercultural and Media Education" (EHISTO) met upon the invitation from the Augsburg-based project coordinator Prof. Dr. Susanne Popp (Chair of History Didactics) for the third project meeting in Salamanca, Spain. Valen- tina Zangrando M.A., Alicia García Holgado M.A. and Prof. Dr. Francisco José Gar- cía Peñalvo from the University of Salamanca hosted the meeting. The EHISTO partner were represented by: Prof. Dr. Susanne Popp and Miriam Hannig (University of Augsburg), Joanna Szczecińska M.A. (Społeczna Akademia Nauk/ University of Social Sciences), Dr. Thomas Nygren (University Dalarna), Prof. Dr. Terry Haydn (University of East Anglia) and Susanne Friz (FWU Institute for Film and Pictures in Science and Education). The consortium was very pleased to welcome also the ex- ternal evaluator Dr. Nick Kearney and the Consultant Chencheng Shen M.A. from the East China Normal University Shanghai.
Objectives
The focal point of the third EHISTO-project meeting was the presentation of the final- ized manual for initial teacher training and the handbook for in-service teacher train- ing. All partners worked in close cooperation with teachers and student teachers to evaluate and to improve the handbooks, which are now available as free online downloads on the EHISTO-website! Terry Haydn, as work package leader for the piloting and finalizing of the handbook for the initial teacher seminar, explained the evaluation outcomes, which were “overwhelmingly positive” (for further explanations, cf. results of work packages. WP7, this newsletter p. 5) to the consortium. The Swe- dish team coordinated the evaluation process of the in-service teacher training and tested the advance training course within the conference for in-service teachers “Historical thinking and digital aids in history teaching” hosted by the HUMlab (Umeå University, Sweden) and Stanford University (USA) (cf. results of the work packages. WP 8, 3rd EHISTO newsletter, p. 5 and further information about the advance train- ing course from HUMlab, 3rd EHISTO newsletter, p. 4).
Chencheng Shen - a PhD student of University of Augsburg and scholarship holder of China Scholarship Council - presented some interesting research results of the popular history magazine market in China (cf. further echoes of EHISTO in China, 3rd EHISTO newsletter, p.6). Thanks to the commitment of the EHISTO consultant Meng Zhongjie, the EHISTO-project is well known in China.

4. 4
EHISTO Newsletter #3
EHISTO in Umeå - Stanford Conference and in-service teacher training
Thomas Nygren (HUMlab, Umeå University )
Challenges in Teaching: Historical Thinking and Digital History. Umeå Stanford conference on History Educa- tion, May 5-May 6, 2014. Conference for researchers in history education and digital humanities: http://www.humlab.umu.se/en/events/history-education- 2014/:
On May 5-6 researchers from Sweden and Stanford, USA, met at HUMlab to analyze challenges and potentials in digi- tal media and assessments in history teaching. Workshops and discussions pin-pointed pivotal future research. Thomas Nygren arranged the conference and presented ‘EHISTO Digital Learning Objects’ for national and international schol- ars in history education and digital humanities.
Historical thinking and digital aids in history teaching. Umeå Stanford teacher conference, May 7, 2014. Confer- ence for in-service teachers: http://www.humlab.umu.se/en/events/historical-thinking-and-digital-aids-in-history-teaching/: Researchers from Umeå and Stanford met teachers and presented the latest research on historical thinking and digi- tal aids in history teaching.
The conference for in-service teachers “Historical thinking and digital aids in history teaching on May 7 presenting ma- terial from EHISTO and Stanford History Education Group was highly appreciated by the participants. The in-service teachers were “very satisfied” with the day and they made comments like: “Just great – and somehow it made me feel a better and more competent teacher”, “The material I have seen is excellent” and “I would love to see a follow up”. The researchers that designed and implemented the day all look forward to future collaborations in research and furthering education.
Evaluation of the project results
The evaluation of the different project outcomes was very important in the bygone project phase. Joanna Szczecińska - who was responsible for the design of all evaluation ques- tionnaires - presented the positive results to the steering group.
The external evaluator Nick Kearney initiated several fruitful group discussions about transnational aspects in EHISTO, the main results, challenges and further steps or options to continue. The partners discussed several possibilities about “how to sell the idea of EHISTO” to different target groups (for example teachers, school principals, parents or politi- cians) and summarized ideas, how a grassroot-effect could be created.
Dissemination and Sustainability
Susanne Friz presented the wide range of dissemination activities, organized by the partners. All partners attended in many different conferences and informed about EHISTO. The consortium is more than pleased to gain EUROCLIO, the European Association of History Educators as partner and is looking forward to cooperate in different fields of re- search and mediation of history.
Prospects
The further planning of the final conference in September 2014 in Wroclaw (Poland) in close cooperation with the In- ternational Society of History Didactics was finalized. The EHISTO consortium will present their project outcomes via ten lectures which combine the state of the art of research on popular history magazines as a part of “history edutain- ment world” - with special focus on transnational and inter- cultural comparative perspectives (1) and learning opportu- nities and empirical research results about the usability of popular history magazines in the history classroom (2) (cf. Announcement: Final meeting and presentation of the re- sults, 3rd EHISTO newsletter, p.6.).
The conference itself will be recorded and will be available via the EHISTO-website. All EHISTO results, including all abstracts of the final publication (cf. Presentation of the con- cept of the final publication - part I, 3rd EHISTO newsletter, p. 1), will be presented via EHISTO-project website, the final publication will be also available as print at bookshops.
Thomas Nygren presents EHISTO at the Umeå Stanford conference

5. 5
Workpackage 6: Piloting and finalizing teaching material and teacher manuals
The Universidad de Salamanca (Spain), as responsible workpackage (WP) leader, coordinated the practical applica- tions of the results of the already designed Learning Objects. The WP was devoted to test the practical application of EHISTO-project outcomes (teaching materials and teaching manuals) in the associated schools and to evaluate their use in classroom activities with pupils. During the 2nd semester of the school year, teachers coming from EHISTO associated schools used the digital modules in their classrooms, focus- ing in particular on transnational, intercultural and media criti- cal aspects and bilingual History teaching. The feedback collected from the answers of the questionnaires (designed by the Quality WP leader, University of Social Sciences, Po- land) has been used for reviewing both EHISTO Learning Objects and teacher manuals.
The results have been described in the Evaluation Report, which includes an overview of the pilot phase implementation and the analysis of the evaluation questionnaires received from the teachers. Suggestions for the improvement of Learning Objects and teacher manuals are provided as con- clusions. The handbook is available on the project website for downloading.
Participating teachers particularly acknowledged and appre- ciated different aspects of the digital modules: They highlight- ed:
 the availability: The digital modules offer a quick and easy access to content and activities “ready to be used”, develop content from more than “one teacher’s work”, are useful for both students and teachers.
 the offer of different approaches (transnational, intercul- tural, media critical, CLIL) in History learning and teach- ing.
 the selection of interesting topics such as Columbus and WWI.
Workpackage 7: Piloting and finalizing module and guide for initial teacher training
Evaluation questionnaires on the courses and module guide for initial teacher education were received from all five part- ners involved in the project. The evaluation instruments pro- vided feedback on the views of the tutors directing the trai- ning for this module, and the students who were studying the module.
The feedback was overwhelmingly positive, and in nearly all cells, instructors either fully or mainly agreed with the positive descriptors used in the analysis instrument.
Feedback suggested that the module guide provided a very thorough and helpful guide to student teacher participants who have been involved in piloting the EHISTO resources and activities. The materials do focus effectively on the stated aims of the project, and the feedback from student teachers who have explored and piloted the resources and activities have responded very positively to the EHISTO ma- terials. One small reservation which has been addressed since the feedback has been reported to the team writing the ITT module guide is the need to make it explicit that if there is not enough curriculum time to work through all 14 of the units, some flexibility will be required in providing student teachers with a ‘cut-down’ version of the course. The course module is formulated in such a way that it should be easy for ITT instructors to do this.
Workpackage 8: Piloting and finalizing teaching material and teacher manuals
On the basis of experiences from WP 4 (developing module and module guide for initial teacher training) and WP 5 (developing a course and handbook for in-service teacher training), the work with the development of the handbook and in-service teacher training has been a process of transfor- mation and communication. Testing and evaluating the mate- rial highlighted how in-service teachers appreciate the possi- bility to have easy access material.
The handbook developed in WP 5 made good use of previ- ous work in the project and we found the design of the first training day to be quite useful in practice. However, with more online material available, the focus of EHISTO on fur- ther history education and bearing in mind the competences of teacher educators’ technical competence we redesigned the handbook’s suggestions for the second day. Primarily online discussions led to a common decision to redesign the handbook in ways that the material already produced in EHISTO will be in focus in manageable ways. Thus a new version of the handbook holds many links to further online reading for in-service teacher educators who are interested.
Using the handbook in practice highlights how the handbook needs to be very flexible. The new version of the handbook makes this possible by suggesting complete sessions that can be used separately. A test in Sweden of using the mate- rial within the framework of a joint venture with scholars from Stanford University highlights how the in-service teacher handbook can be used in this more limited way. Evaluations from testing the material make evident how in-service teach- ers were “very satisfied” with the education. The interest from teachers to participate has been high with for instance more than a hundred teachers in Sweden participating on two oc-
EHISTO Newsletter #3
Results of Work Packages (WP) 6, 7 and 8

6. 6
Announcement: Final meeting and presentation of the results
Miriam Hannig (University of Augsburg)
The coordinators and all partners of the EHISTO-project are really pleased to announce that the final EHISTO-conference is linked to the annual conference of the International Society For History Didactics (ISHD)! With the topic “history and edutain- ment” – a combination of education and entertainment – great synergies can be exploited. The EHISTO-final conference will host three panels, which will contribute lectures with the thematic focus of:
1) Popular history magazines: information, entertainment and persuasion (Chair: Jutta Schumann)
Susanne Popp:
Popular history magazines between transmission of knowledge and entertainment – Some theoretical remark
Thomas Nygren, Monika Vinterek, Terry Haydn:
Starting a War? – Using Popular History Magazines to Problematize the Start of World War One in Schools in Sweden and the UK
Miriam Hannig:
Popular history magazines between information and entertainment – A qualitative study on the expectations of con- sumers
2) Popular history magazines: information, entertainment and persuasion (Chair: Meng Zhongjie)
Terry Haydn:
A case study of the use of popular history magazines in history teaching in England
Shen Chenchen:
Popular history magazines in the PR China – a growing market
Monika Vinterek:
The use of powerful men, naked women to edutain: Popular history magazines in Sweden
Katja Gorbahn:
Heroes, Victims, Perpetrators – Second World War and Nazism in Danish and German History Magazines
3) Popular history magazines: information, entertainment and persuasion (Chair: Terry Haydn)
Antonio Miguel Seoane Pardo:
Game-based learning experiences within a History CLIL classroom: a case study
Marianne Sjöland:
The Use of History in Popular History Magazines
Claudius Springkart:
Popular History Magazines in Germany. A useful tool for history teaching?
All three panels will present research results directly out of the EHISTO-project.
Within the most important international conference in the field of history didactics, the EHISTO-consortium is proud to present their outcomes and to make EHISTO even more internationally well-known. Furthermore, a final publication will include the results of the European EHISTO-project to reach sustainability and to provide connecting factors for further projects.
The EHISTO-final conference will take place in Wroclaw, Poland, from 9th to 11th
of September 2014.
EHISTO Newsletter #3
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7. 7
Chencheng Shen (Consultant of the EHISTO project; Univer- sity of Augsburg/East China Normal University Shanghai)
The Program of EHISTO is again positively echoed in China. Preliminary introductions of EHISTO, by Prof. Dr. Zhongjie Meng, on the first National Conference of Public History (November, 2013) and several forums received encouraging feedbacks among scholars and public History mediators. The project, especially its aim as bridging the gap between public History and History education in schools, is increasingly no- ticed by historians. No longer satisfied with being a spectator aside, Chinese scholars are looking forward to achieving substantive cooperation with EHISTO partners as well as disseminating their innovative achievements in China.
On the third meeting of EHISTO in Salamanca, May 2014, Chencheng Shen, a PhD student from University of Augs- burg, made a presentation focusing on varieties of History magazines in China. On the foundation of a synchronous & quantitative comparison between the amounts of followers of each History magazine on the mainstream social network (www.weibo.com) in China, the overall popularity of History magazines in Chinese society could be approximately revea- led.
Although the three most popular History magazines, Eye on History (760,000 followers), National Humanity History (300,000 followers) as well as Yanhuang Chunqiu (170,000 followers) all enjoy a sizeable scale of faithful readers, their respective organizational background, self-definition and strategies on content & form are diversified.
Eye on History, as the first magazine consciously defi- ned itself as a “popular His- tory magazine” and one part of Chinese “public History”, has to carve out its own way under economic pres- sure and political interfe- rence, while National Hu- manity History, as an up- rising magazine, supported by People’s Daily Group, one of the major media gi- ants in China, obviously enjoys some superiority in market competition.
The most unique phenomenon might be that Yanhuang Chunqiu, an unadorned academic journal, surprisingly won considerable popularity among readers, partly because of its professionalism. Fundamentally, it is the progressive mar- ketization of Chinese media system that shaped the booming market and unbalanced configuration of popular History ma- gazines in today’s China.
Unsurprisingly, History magazines are - to a large extent - “occasionally” used in History teaching without conscious didactic standards in China, according to preliminary inter- views to teachers. Therefore, teaching manuals, modules for initial teacher training and guides for in-service teacher deve- loped by EHISTO could be salutary reference for Chinese History didactics. As the first step of further cooperation, hopefully, a series of articles will be published in academic journals on History didactics in order to introduce the project of EHISTO systematically into China.
EHISTO Newsletter #3
Further Echoes of EHISTO in China
The first National Conference of Public History in China
Eye on History
National Humanity History
Yanhuang Chunqiu

8. 8
EHISTO Newsletter #3
EHISTO partner: Dalarna University, Sweden
Thomas Nygren (HUMlab, Umeå University)
At Dalarna University, in the scenic center of Sweden, tradition and innovation in pedagogical development work in unison. Although many of our students take our campus-based courses, over 50 percent of all students are registered in web- based distance learning courses, for which Dalarna University is nationally recog- nized as a pioneer.
Accessible and open on a 24-hour basis, these web-based courses - our virtual campus - offer open lectures, seminars, and lessons in which participants can interact with one another using pictures, sound and text. These are just some of the features of what is termed “Next Generation Learning”, and our goal is to be a leader in this innovative pedagogical field.
A prominent research profile at Dalarna University linked to EHISTO is the profile labeled Education and Learning. Head of the research team is Monika Vinterek which today brings together some 40 researchers and 25 doctoral students. The profile is multidisciplinary and involves research into Education in various organi- zational forms. The research looks at Education as a present-time and historical vocation, with teaching, learning, mentoring, and caring as central focuses of study.
Head of Research: Monika Vinterek Professor of Pedagogy Email: mvn@du.se Telephone: 023-77 82 85
Take part in EHISTO
The EHISTO-project aims to create an ever growing net- work of institutions and indi- viduals interested in EHISTO to be constantly developed during the whole EHISTO- project. Being involved in the EHISTO-network means to be timely updated about re- search processes.
For joining the EHISTO- network please fill in the online forms on
www.european- crossroads.de/ bepartoftheproject/
or just write an e-mail to info@european- crossroads.eu
We would be very glad to get in contact with you!
EHISTO network
The EHISTO-project includes, besides the University of Augs- burg as coordinator, five Euro- pean research centres, which are all experienced in multiperspec- tival and media-critical approa- ches to history education. The project also involves a number of European secondary schools, several associated partners, and three internationally renowned consultants. All these different institutions and partners will be working together in order to achieve the project aims.
EHISTO-partner - Researchers in Education and Learning at Dalarna University
Dalarna University, Sweden

9. 9
EHISTO Newsletter #3
EHISTO partner: University of East Anglia (UEA), United Kingdom
Terry Haydn (University of East Anglia)
The University of East Anglia is an internationally re- nowned university based in Norwich that provides top quality academic, social and cultural facilities to over 14000 students. UEA is ranked in the top 20 UK institu- tions (Guardian University Guide 2012) and is consist- ently in the top ten English mainstream universities for student satisfaction. UEA is a leading member of the Norwich Research Park, the fourth greatest concentra- tion of ‘most highly cited researchers’ in the UK, after London, Oxford and Cambridge. Nearly 90 per cent of UEA’s research was rated of international excellence in the latest (2008) Research Assessment Exercise.
The School of Education and Lifelong Learning (EDU) is one of UK’s premier centres for teaching and research in professional education and training. In the 2011 Good University Guide EDU was rated 2nd out of 75 institutions in the country for Educa- tion. Within the School, the Centre for Applied Research (CARE) in Education has in international reputation for innovative and high quality research in the field of education, and for many years the school has had particular expertise in the field of ICT and education.
As a department, we have found our involvement in the EHISTO-project interesting and enjoyable. A real high point was our involvement in the second EHISTO seminar in Lodz. It was interesting to get the chance to talk to teachers from other coun- tries about how they approach these ‘European Crossroads’ type topics, and in England, there has been enormous interest and controversy over the ways in which the outbreak of World War One should be taught in schools, and the EHISTO-project has provided very useful resources for this topic. Our pupils were particularly interested in the different ways in which this is approached in other European countries.
We have used some of the materials on the EHISTO website with our pupils, and we plan to integrate a teaching unit based on the EHISTO-project in our schemes of work next year. The other point worth noting is that the project has had an influence on the extent to which we make use of popular history magazines as a teaching resource, and the ways in which we use them. It is also drawn attention to some of the gaps and deficits in our pupils’ critical and information literacy. We all believe that this should be an important part of a historical education for pupils growing up in the twenty first century.
Contact: University of East Anglia Prof. Dr. Terry Haydn Earlham Road NR4 7TJ Norwich United Kingdom Website: http://www.uea.ac.uk
University of East Anglia
EHISTO partner - Team with pupils

10. 1 0
EHISTO Newsletter #3
EHISTO-partner school: Publiczne
Gimnazjum nr 14 im. Roberta Schu-mana
w Łodzi, Poland
Joanna Szczecińska (University of Social Sciences,)
The school runs
different classes
with extended
curricula, includ-ing
a journalist
class, a lan-guage
class,
and a sports
class.
The school facil-ities
include 1 computer lab in the school, a multimedia
room, an interactive board, 6 multimedia sets, a gym, a
room with mirrors for practicing dancing and aerobics, a
room with table tennis tables, and a fitness room.
The school offers:
- School European Club
- School Caritas Club
- Physics and Astronomy Club
- Chemistry Club
- Arts Club "Art Treasure Vault-Creating Like Real Artists"
- Singing Group
- Reading and Media Club
- English Language Club
- Extracurricular classes for students with dyslexia.
There are many events organised by the school. The most
important ones are: Educational Mini-Fair, School Tolerance
Days, A School Day of European Projects, Physical Educa-tion
Day, A School Family Day, and A Safe Internet Day.
Every year, the first class students participate in integration
trips with the school counsellor, a psychologist and form
teachers.
The school has the following certificates:
1. "Szkoła z klasą" Certificate
2. A certificate for a student-friendly school "Super Szkoła"
3. In a network of schools promoting healthy lifestyle
4. Career Leaders Academy
5. "Leader of School Career Guidance" Certificate
6. "Entrepreneurial School" Certificate
7. "Active participant of Ecologically-Friendly Programmes"
8. "Innovational School" Certificate
9. "Modern School" Certificate.
Projects under implementation:
 e- Akademia Przyszłości - a project shaping key com-petences
during the teaching of most subjects in
school.
 Comenius- "Handicrafts in Europe"- a project in
which 5 schools from Poland, Romania, Italy, Portugal,
and Turkey cooperate. The aim of the project is to per-form
tasks enabling students and teachers to discover
their cultural identity, to learn the history of their region
and its traditional handicrafts.
 Incubator of Youth Civic Initiatives - the aim of the
project is to develop social and civic activity of junior
high school students by performing a series of tasks the
purpose of which is to form their abilities to manage
social projects on their own, in this way shaping social
competences and responsibility for their own living envi-ronment,
both within the school and outside it.
Website: www.gim14.edu.lodz.pl
Email: czternastka@gim14lodz.nstrefa.pl
EHISTO partner school in Lodz, Poland
EHISTO-partner school: IES Campo
Charro, Spain
Valentina Zangrando (University of Salamanca)
The IES
“Campo
Charro” is a
Lower- and
Upper Se-condary
School
with 220 pupils.
It is allocated in
a rural country
in the middle of
the province of Salamanca. It is a few kilometres away from
the Portuguese border. Due to its relatively geographical
isolation, the school seeks for any opportunity to exchange
experiences and students through European projects, as a
challenge for their students, who remain usually constraint to
their own territory and rural activities.
The school has been particularly involved in the EHISTO
project through different actions and collaboration activities.
First, some teachers participated in the development of the
Spanish digital modules produced by the University of Sala-manca,
providing both learning approaches and content
suggestions for taking profit of history magazines in history
teaching. Besides, the school received and used many of
the digital modules produced during the project lifecycle,
testing and assessing different issues related to their
teaching and learning possibilities and offering suggestions
for their improvement in some cases. The use of English
versions of some modules has been especially fruitful, since
the school has been recently selected as a bilingual centre.
Therefore, any experience related to CLIL and learning from
different perspectives, particularly in history teaching, is ex-tremely
motivating both for teachers and students. To this
respect, the school will present the results of a CLIL experi-ence
with game-based learning approaches in the final con-ference
to be held in Wroclaw next September.
IES „Campo Charro“
Plaza Miguel de Unamuno s/n
37200 La Fuente de San Esteban (Salamanca)
Spain
Website: http://iescampocharro.centros.educa.jcyl.es/sitio/
Antonio Miguel Seoane Pardo
(IES Campo Charro), Spain

11. 11
Contact
Coordinator:
Prof. Dr. Susanne Popp
Miriam Hannig
Department of History Didactics
University of Augsburg
Universitätsstraße 10
86159 Augsburg
Germany
E-mail:
info@european-crossroads.eu
September 2014
Conference: EERA (European Educational Research Associati- on) Conference, 2nd-5th September 2014, Porto/Portugal [LINK]
Conference: History and Edutainment, Conference of the Interna- tional Society of History Education, 8th -10th September 2014, Wroclaw/Poland [LINK]
Conference: Die Zukunft freier Bildungsmaterialien - OER- Konferenz 2014, 12th-13th September 2014, Berlin/Germany [LINK]
Conference: HEIRNET (HISTORY EDUCATORS INTERNATIONAL RESEARCH NETWORK) Conference, 15th-17th September 2014, Lljubljana/Slovenia [LINK]
Conference: BERA (British Educational Research Conference) Conference, 23rd-25th September 2014, London/Great Britain [LINK]
Conference: 50th Convention of German Historians (German
Historiker Tag 2014), “Winners and losers”, 23th-26th September 2014, Göttingen/Germany [LINK]
October 2014
Conference: NECE – Networking European Citizenship Educati- on – Conference “1914-2014: Lessons from History? Citizenship Education and Conflict Management”, 16th-18th October 2014, Vienna/Austria [LINK]
November 2014
Conference: Media and Learning Conference 2014, 20h-21th No- vember 2014, Brussel/Belgium [LINK]
NEWSLETTER EDITORS:
Susanne Friz, Susanne Popp, Miriam Hannig
GRAPHIC DESIGN:
Susanne Friz, Miriam Hannig
Project duration: 01/11/2012-31/10/2014
Project coordinator: Prof. Dr. Susanne Popp
Coordination organisation: University of Augsburg
Projekt No.: 527752-LLP-1-2012-1-DE-COMENIUS-CMP
EHISTO Newsletter #3
The EHISTO newsletter contains information about project implementation activities and achievements. All partners contribute to its contents, reporting also latest news on studies and research. To apply for this newsletter please fill in the form on www.european-crossroads.de/newsletter/ or just write an e-mail to newsletter@european-crossroads.eu.
This 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.
EHISTO related forthcoming events
EHISTO-team in Salamanca (Spain).