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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    Commercialised History: Popular History Magazines in Europe
    (PETER LANG LTD International Academic Publishers, Frankfurt am Main, 2015-01) Popp, Susanne; Schumann, Jutta; Hannig, Miriam
    This volume of essays is the result of the EU project «EHISTO», which dealt with the mediation of history in popular history magazines and explored how history in the commercialised mass media can be used in history teaching in order to develop the media literacy and the transcultural competences of young people. The volume offers articles which for the first time address the phenomenon of popular history magazines in Europe and their mediating strategies in a foundational way. The articles are intended as introductory material for teachers and student teachers. The topic also offers an innovative approach in terms of making possible a European cross-country comparison, in which results based on qualitative and quantitative methods are presented, related to the content focus areas profiled in the national magazines.
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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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    Handbook for in-service teacher training
    (2014-10-16) Zangrando, Valentina; Nygren, Thomas
    This Handbook for in-service teacher training is one of the outcomes of the EHISTO (European history crossroads as pathways to intercultural and media education) project. It is intended for use by teacher instructors in both the University context and local institutions during in-service teacher training. The handbook is made up of two parts: - Part 1 introduces the reader to the main project outcomes both in terms of methodological approach to the development of intercultural and media-critical competencies among pupils, and in terms of didactical strategies and materials to be used in Secondary School History classrooms. - Part 2 proposes the design of a course devoted to Secondary School in-service teachers, with the aim of providing participants with both a framework, as well as suggestions for practical use of the learning material in the EHISTO Learning Objects (LOs).
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