EHISTO project

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EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation’s understanding of history.

Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains media-critical competences but furthermore enables a multi-perspective and comparative access to history.

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Author: search.filters.author.Haydn, Terry

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    Baseline study
    (2014-10-16) Haydn, Terry
    In terms of deliverables, the baseline study aims to find out teachers’ views and practice in terms of the use of history magazines. ‘What questions are worth asking?’ about popular history magazines, and what sort of materials and activities based around popular history magazines would be helpful in developing the historical, critical and media literacy of young people? At the opening EHISTO seminar in Augsburg, it was decided to focus on two particular historical topics which were felt to be commonly represented in the history curricula of partner countries (and probably across the EU in general) and which were likely to be also represented in popular history magazines. The two topics chosen were a) the causes/outbreak of World War One, and b) Voyages of Discovery/Colonialism/Empire. These topics could be seen to represent a European ‘history crossroads’, in the sense that the topics are widely encountered, both in history classrooms and in ‘public history’ outside the school, through television, the internet, and in newspapers and magazines. Through a combination of questionnaires and interviews with history teachers in all five of the countries involved, the baseline study aimed to gain insight into the issues described above.
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    Initial teacher training Module handbook
    (2014-10-16) Popp, Susanne; Hannig, Miriam; Haydn, Terry
    This Module guide for initial teacher training is one result of the EHISTO (European history crossroads as pathways to intercultural and media education)-project. It is aimed at experts in initial teacher training who carry out history seminars about EHISTO related topic, modularised in line with the Bologna Process. It comprises fourteen steps each planned for 2×45 minutes. Extracts from the resources can be used, or the package can be used in full, depending on how much teaching time is available to spend on exploring the EHISTO project.
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    England - Christopher Columbus. An English perspective
    (2014-10-16) Kelleway, Elisabeth; Haydn, Terry
    As part of the EHISTO Project, from September 2013, Hellesdon High School in Norwich, England will run a series of Introductory Skills workshops to incoming History AS-Level students (16-17 year olds). The goal of these workshops will be to hone their critical literacy skills and build upon their evaluative and analytical skills, setting expectations for AS-Level work. This article will be one of those used in these workshops, and the students will work in groups on specific tasks linked to their article.
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    England - The causes and 'outbreak' of World War One
    (2014-10-16) Spillane, Tom; Haydn, Terry
    World War One, and in particular, the causes and outbreak of the war are particularly high profile in history education at the moment, given the impending centennial anniversary of the outbreak of the war. Another reason for the continuing attention to the causes and outbreak of the war is that even after a hundred years of academic writing about the topic, there is no overwhelming consensus of professional historical opinion about which country was most responsible for the war, what were the main causes of the war, or why the war started in 1914 rather than some other date.
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