EHISTO - External Newsletter

1
NEWS FROM EHISTO
Index
Overview about EHISTO
Report about the Kick-off meeting
Aims and results of the baseline study
Echoes of EHISTO in China
EHISTO network
EHISTO next steps
EHISTO: LLP Project 2012-2014
Terry Haydn (University of East Anglia) - The rationale for the EHISTO project is to
explore 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 foster
the development in young people of intercultural and media-critical competence in
dealing with commercial representations of history which they will encounter outsi-
de the history classroom, focusing in particular on the phenomenon of popular
history magazines which have become increasingly popular and available across
EU 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 covered
in the history curricula and in popular magazines across the countries involved in
the project, which can be said to represent ‘European History Crossroads’, and
which 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 2013
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 every six months. This first
edition informs about the kick-off-
conference, and the results of the
baseline studies, that were part of
workpackage 2. Apart from giving
an insight of the project work the
newsletter invites you to get ac-
quainted with the project members
and the partner schools, that will
introduce themselves in every editi-
on of the newsletter. Finally each
issue will present other relevant
activities and events related to the
EHISTO project. The EHISTO team
is pleased to launch this first issue
of the newsletter. In case you want
to subscribe to the newsletter plea-
se refer to the website
www.european-crossroads.de/
newsletter/.

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EHISTO: European
History crossroads as
pathways to intercultur-
al and media education
LLP-Comenius-Project,
11/2012-10/2014
Coordinator: University of
Augsburg, Department for
History Didactics
Consortium: University of
Augsburg (Germany), Uni-
versity of Salamanca
(Spain), Academy of Łódź
(Poland), Dalarna University
(Sweden), University of
East Anglia (United King-
dom), FWU Institute for Film
and Pictures in Science and
Education (Germany)
Partner schools: Holbein-
Gymnasium, Augsburg
(Germany), Wernher-von-
Braun-Gymnasium, Fried-
berg (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
Łodzi, Łodzi (Poland), Bor-
gaskolan, Gävle, (Sweden),
Östra gymnasiet, Trångsund
(Sweden), Hellesdon High
School, Norwich (United
Kingdom).
Consultans: Prof. Dr. Susan-
ne Kinnebrock, University of
Augsburg (Germany), Dr.
Katja Gorbahn, Aarhus Uni-
versity (Denmark), Prof. Dr.
Meng Zhongjie, East China
Normal University
Sponsors: EU-Lifelong Lear-
ning Programme, Bavarian
Research Alliance
Website: www.european-
crossroads.eu
EHISTO consortium — Kick-off meeting, Augsburg (Germany)
EHISTO Newsletter #1
Outcomes of the EHISTO project
The 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 project
materials to be used in schools across the EU
• A project website which will facilitate dissemination of the materials and
teaching 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 the
project website and dissemination activities, aid sustainability.
EHISTO kick-off meeting,
28th-30th November 2012
Augsburg, Germany – Researchers from the six European partner-organisations
of the EU-project "European History Crossroads as Pathways to Intercultural and
Media Education" (EHISTO) met for the kick-off meeting from November 28th till
November 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 (Great
Britain), the Academy of Management Łódź (Poland) plus the Institute for Film and
Picture in Science and Education (FWU) in Grünwald participate in the EHISTO-
project.

3
European History Crossroads
The focal point of this first project meeting was to establish
the two ‚‘European History Crossorads’ (EHC). For the pro-
ject, they are topics that are historically relevant for teaching
and can be found in all European history magazines and are
especially important in all national curricula for teaching his-
tory.
Therefore the EHC allow for the comparison of national views
of history as well as the national magazine-cultures. With the
comparative approach, this project combines the media-
critical level with intercultural aims, where similarities and
differences in European development cultures of mass media
will 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 are
represented in all partner countries’ curricula and popular
science history magazines: the Crusades, Reformation, Co-
lumbus, French Revolution, Napoleon, First and Second
World War, Hitler, Holocaust und Cuban Missile Crisis and
the topics that span vast time periods: Islam, Migration and
Anti-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 pick
two magazines for each EHC, translate them and present
them on the website. This provides the basis for the interacti-
ve learning and teaching modules, which will be developed
later on during the project.
Close cooperations with schools
The cooperation with the partner schools is particularly important for the EHISTO-project. The respective partner schools
were already included in a preliminary study – curricula and market analysis as well as qualitative interviews with the partner
teachers 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 in
particlular 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 culture
outside of school and the history lessons at school.
Partner school: Holbein-Gymnasium, Augsburg (Germany)

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Terry Haydn (University of East Anglia)
Aims and scope
In terms of deliverables, the baseline
study aims to find out teachers’ views
and practice in terms of the use of histo-
ry 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 re-
presented 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 cross-
roads’, in the sense that the topics are
widely encountered, both in history
classrooms and in ‘public history’ outsi-
de the school, through television, the
internet, and in newspapers and maga-
zines.
Baseline study overview
Through a combination of question-
naires and interviews with history tea-
chers in all five of the countries invol-
ved, the baseline study aimed to gain
insight into the issues described above,
and in particular:
• To what extent do history teachers
currently make use of popular history
magazines in their teaching?
• What are their ideas about how po-
pular history magazines might be used
to develop students’ critical media lite-
racy and intercultural understanding?
• History teachers’ views about the
role that critical media literacy ought to
play in history education, and if this is
considered to be a legitimate and im-
portant aim of history education, how
this might best be developed through
the use of popular history magazines,
and how to address the gap between
the sort of history taught in schools and
the ‘public’ history which young people
encounter outside school.
• What are history teachers’ views on
how courses of initial teacher education,
and the continuing professional develo-
pment of qualified teachers might be
used to improve young people’s critical
media literacy through the use of history
magazines?
• To what extent are the topics cho-
sen at the Augsburg seminar re-
presented in current history curricula
and examinations (and in popular histo-
ry magazines)?
• How important is the development of
critical media literacy through school
history in the history curriculum specifi-
cations in the countries involved in the
project (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 to
develop students’ critical media literacy?
Results of the study
The result of the baseline study is on
the one hand a collection of documents
which report the outcomes of question-
naire and interview surveys of history
teachers involved in the EHISTO project
in relation to the questions posed above
(consisting of aggregated questionnaire
data from all five countries and case
records of all countries, a summary of
the key findings arising out of the inter-
views and case records of the interview
data from all countries). On the other
hand partners were asked to report
back on the extent to which the two to-
pics chosen for the focus of the project
(Causes and Outbreak of World War
One, and Voyages of Discovery-
Colonialism-Empire) were part of the
curricula and to which extent critical
media literacy and the recommenda-
tions of the Council of Europe for history
teaching are explicitly mentioned in
curriculum specifications. The project
partners developed a summary with key
points arising out of partner responses
to the above questions and a curriculum
synopsis of all participating countries.
The newsletter provides on the following
pages extracts from the summaries for
both parts of the baseline study.
EHISTO baseline study
EU-LLP-
Programme
The European Commissi-
on’s Lifelong Learning Pro-
gramme enables people at
all stages of their lives to
take part in stimulating lear-
ning experiences, as well as
helping to develop the edu-
cation and training sector
across Europe.
The Comenius Sub-
Programme focuses on all
levels of school education,
from pre-school and primary
to secondary schools. It is
relevant for everyone invol-
ved in school education:
mainly pupils and teachers
but also local authorities,
representatives of parents’
associations, non-
government organisations,
teacher training institutes
and universities.

5
Terry Haydn (University of East Anglia) - The curricular sy-
nopses revealed several major points of divergence in the
official arrangements for the teaching of history in high
schools across the project partners involved, but perhaps the
most reassuring point to emerge was that in terms of the
choices 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 in
schools, sometimes at more than one age level, as well as
being featured in popular history magazines.
In terms of the relevance of these arrangements and diffe-
rences for the execution of the project, several points are
worth noting:
In terms of the dissemination of resources and materials ari-
sing out of the project, across the countries involved, and
across the EU more generally, it appears that Spain and Ger-
many have federal structures for education, with separate
regions having autonomy in curriculum arrangements. Swe-
den, Poland and England have national systems for educati-
on, and curriculum stipulations that apply nationwide. This
picture 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 in
England) and Free Schools, have autonomy over curriculum
matters, and are not required to teach the National Curricu-
lum. However, recent surveys by the Historical Association
suggest 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 still
a considerable degree of conformity in terms of which topics
are taught to students.
The baseline study – Curricular synopsis:
Points of relevance to the project arising out of
curricular synopses
England
Under both current and proposed versions of the National
Curriculum for history in England, the causes and outbreak of
World War One are and will be taught in just about every high
school – it would be highly unusual if any high school of
whatever 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 some
years ago, most English schools taught about Columbus, De
Gama and Magellan and the opening up of ‘The New World’,
the very strong emphasis on British history in more recent
years has meant that the Voyages of Discovery, Columbus
etc, are less widely taught than in the past, and colonialism
and empire tend to focus more specifically on British explo-
rers, and the development of the British Empire. The British
Empire is a major topic in both the current and proposed ver-
sions of the National Curriculum. Popular history magazines
also give considerable attention to controversies of interpre-
tation about the British Empire. There is also no shortage of
magazine articles about the causes and outbreak of World
War One, and this is likely to continue to be the case, given
the approaching centenary of the outbreak of this war. As in
some of the other countries, this topic could be taught to pu-
pils at more than one age level.

6
In terms of alignment with Council of Europe recommenda-
tions, and the aims of the EHISTO project, there is a
considerable degree of alignment with the stated aims of the
current National Curriculum for history in England, with its
strong emphasis on the development of disciplinary under-
standing alongside the development of students’ substantive
historical knowledge and understanding.
However, in terms of links to the present, and to students’
everyday lives, unlike the situation in Spain, Sweden and
Bavaria, the Secretary of State has urged that there should
be a move away from trying to make the history curriculum
‘relevant’, and wants schools (as in the Netherlands) to place
more emphasis on the classical canon of major events in the
nation’s political and constitutional history. It is interesting to
note that in the proposals for the new curriculum, history
‘stops’ with the election of Margaret Thatcher in 1979, and
the Fall of the Berlin Wall in 1989. A recent survey by the
Historical 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 teaching
of history, teachers are urged to use a wide range of teaching
approaches, including museums, field trips and the use of
new technology: popular history magazines are not mentio-
ned explicitly, but there is nothing to stop or discourage their
use, and it is unlikely that their use in the project would occa-
sion any problems or complaints.
Bavaria/Germany
In terms of the Bavarian curriculum’s links to EHISTO and
the Council of Europe objectives, both the topics chosen fea-
tured in the lower high school curriculum, between 7th and
9th grade, although there was some variation in the year in
which students would encounter these topics, according to
the type of school involved. In terms of what the curriculum
had to say about the use of popular media products and
other 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 such
as history magazines should be part of history teaching in
high 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 with
press products.’ Another element of the curriculum which
accorded with the Council of Europe principles for the
teaching of history was the requirement that students should
develop a knowledge about ‘how “history” is created and
what we understand as working methods of academic histo-
ry’. Another avenue for the use of history magazines was the
requirement for interdisciplinary teaching, which might make
possible the use of history magazines in language teaching.
(This is an element which might be explored further in the
EHISTO project, as this might also be a possible approach in
other countries).
Poland
Compared to England and Sweden in particular, the Polish
curriculum placed more explicit emphasis on detailing the
substantive historical content to be covered in the history
curriculum, with less emphasis (at least explicitly) on the de-
velopment of disciplinary understanding and second order
concepts. Although the specifications presented in the sum-
mary mary of the core curriculum did not explicitly link to the
Council of Europe recommendations on the teaching of histo-
ry as clearly as in some other cases, this did not seem to
present a problem in terms of teachers exploring and develo-
ping materials and developing teaching approaches based
on the EHISTO and the Council of Europe aims. There was
also less direct reference to linking the past to the present
than in some of the specifications in some of the other count-
ries. Although there was no explicit mention of the use of
media and popular representations of the past as being a
necessary element in teaching approaches, neither did there
appear to be anything to discourage or prohibit the use of
such resources. In terms of the chosen topics, these seemed
to form part of both the junior high school and secondary
school curricula, and to be featured in both secondary
schools and vocational secondary schools.
They are everywhere: discovered at a kiosk in Brussels

7
Spain
The overview of the Spanish system for history education
showed that intercultural aims were explicitly mentioned in
the 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 from
Spain and the world, to respect the artistic, cultural and lingu-
istic heritage; to know about the diversity of cultures and
societies 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 secondary
level and ‘also reviewed at Upper Secondary level.’ In terms
of general methodological principles, teachers were allowed
to use ‘autonomous approaches’, and there was an acknow-
ledgement that in order to maximise student motivation, ‘it is
convenient to explicitly remark the usefulness of the contents
to be learned’, and that this could be effected by relating con-
tent to students’ ‘environment and everyday life’. (This is in
direct contrast to the proposed National Curriculum for histo-
ry in England).
Sweden
Like the National Curriculum for England, much of the
Swedish history syllabi focused on the development of discip-
linary understanding, rather than confining itself primarily to a
list of content to be covered. In this respect there was clear
convergence with many of the Council of Europe’s objectives
for 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 to
be 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 different
ways, and in basic terms explain why they have been used
differently’. There is also (unlike the proposals for the new
National Curriculum for history in England), a requirement for
students to develop ‘The ability to use a historical frame of
reference to understand the present and to provide perspecti-
ve on the future’. Although core content is not spelled out in
the same detail as in other countries, mention is made of the
need to cover ‘colonialism’, and ‘conflicts’, and EHISTO ex-
plorations and enquiries before and at the Augsburg kick-off
meeting suggested that the choice of topics would not be
problematic for Swedish schools, either in terms of what to-
pics were taught in schools, or the availability of appropriate
magazine articles on the two topics chosen.
Zhongjie Meng (East China Nor-
mal University) - The Program of
EHISTO is echoed positively in
China, after associate Prof. Dr.
Zhongjie Meng as a participant in
the first conference in Augsburg
introduced a brief message in the
Chinese Twitter (www.weibo.com)
last November. In his message he
explained the purpose and struc-
ture as well as the whole opera-
tion of EHISTO. More than 30
reviewers, the majority of whom
are now history professors in different Chinese universities,
have not only transmitted the information but also taken part
in a small discussion through twitter as the platform. It was
most attractive for Chinese academia, to know a lot more
about the perspective of European historians, to observe
varieties of public history. Additionally the research strategy
on the interaction between popular history magazines and
history didactics was discussed.
On the one hand, it could be challenging for professional
historians to ponder over the fast developing public history in
China since the new century. This growth of interest has led
to the result, that some historians have presented a plan to
establish a committee of public history to the Chinese Histori-
an Association at the end of last year and will prepare for the
first meeting of public history in Beijing this May, as a positive
action of the boom of public history. Chinas historians hope
for further possibilities to get to know more about the EHIS-
TO project. On the other hand the EHISTO conference
brought interesting issues for considerations in using a com-
parative approach: This approach illustrated e.g. the different
ideas of the project partners as well as of the history maga-
zines on the important eras of European history and on the
different barycenters in the narratives of national history. Ac-
cording to the minds of Chinese historians it becomes visible
that the process of “Europeanization” seems to be a more
difficult task on the field of culture than on the fields of politics
or economy.
Echoes of EHISTO in China
Prof Dr. Zhongije Meng

8
Terry Haydn (University of East Anglia) - The next step
during the baseline study aimed to find out teachers’ views
and practice in terms of the use of history magazines through
a combination of questionnaires and interviews with history
teachers in all five of the countries involved. In all, there were
85 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 participants
in the Augsburg kick-off meeting about their views of the role
that history magazines play, and might play, in history educa-
tion. The outcomes are presented below in extracts.
Some of the reasons why respondents
thought that it would be ‘a good thing’ if
popular history magazines were more
extensively used in history education:
’The Magazine articles often provide more depth of historical
knowledge/information than text books.’
’If it led to more students buying history magazines of their
own 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 in
newspapers and on the internet.’
’It can get students ‘doing history’ outside the confines of
school and lessons if they are reading magazine articles in
their own time – potentially increases the time that they are
engaged with the past.’
’If they read more than one article on a historical topic, or
articles which talk about different opinions about a topic or
person, it introduces them to controversies of interpretation
and the idea of multiperspectivity.’
’Similarly, if they read a range of articles on a particular topic
they are introduced to the idea of history as something that is
mediated by a community of practice which collectively gives
authority to findings about the past, and to the idea that histo-
ry is contested and not subject to a single and simple ‘right
answer.’
’History magazines contribute to good history teaching even
if it is just at the level of history teachers and history teacher
trainers updating their subject knowledge and keeping up to
date with recent scholarship.’
’Even if students just read history magazines (without neces-
sarily engaging with activities, learning objects, worksheets
etc), this is in itself a good thing as it develops their subject
knowledge, and offers them good models of writing.’
’High level production values, ‘glossiness’ and topicality and
help make history attractive and more connected to the outsi-
de world compared to text books.’
Ideas about the ways in which popular
history magazines might be used to im-
prove history education, particularly in
respect of EHISTO objectives and
Council of Europe guidance on good
practice in history education:
Many magazines have online features – associated website,
podcasts, blogs: it might be good to get students using these
features, especially blogs where students can post com-
ments on articles and become actively engaged in debates
and controversies about magazine articles.
As discussed at the kick-off meeting and in the interviews
conducted as part of Workpackage 2, popular history maga-
The baseline study – Summary and key points
arising out of EHISTO participants‘ views
Pupils who read popular history
magazines according to the teachers
3%
0%
50%
28%
19%
Alot
Few
Hardly any
None
Don't know

9
zines 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 historical
sources) only if they deal with products which often neglect
these standards.’
‘Issues such as nationalistic bias or the furthering of particu-
lar nationalist (or classist, or sexist) agendas can themselves
be, 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 not
very important.’
‘Find some ‘polemical’ articles that make simple polarisations
and which oversimplify historical problems and issues and
then find other articles which make students realise that
such polarisations and oversimplifications are often un-
helpful.’
‘Useful to find articles which show students how history is
often misused by people in the present for unethical purpo-
ses’ (‘I hope students can see the different ways history is
popularized, used and misused’)’.
‘Draw attention to the gap between school history, public
history, and ‘popular history magazine history’. Broaden stu-
dents’ understanding of the breadth of history that is ‘out
there’. (‘Examining history magazines, pupils may recognize
what 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 that
students can also identify in classrooms – national perspecti-
ves primarily, but perhaps (hopefully) also gender, social and
cultural.’
‘Develop their understanding of history magazines as cultural
artefacts, increase their understanding of ‘signifiers’. (‘I think
there is a need to work with meta-questions about teaching
and learning from texts, before we actually get into the histo-
rical magazines themselves’, ‘It will let students being aware
of ideological foundations and commercial interests behind
publishing 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 of
information and historical events for political and commercial
purposes’).
‘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 and
uncertainty 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 – as
sources, or mainly ‘decorative’ and ‘glossy’?
‘Explore possibilities of use in language teaching’ (‘An obvi-
ous possibility for an interdisciplinary teaching combining
History 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 for
quality and reliability, and get them to think/discuss the com-
parative reliability of magazine articles in relation to other
public sources about history – history in the newspapers, in
films, on television, on the internet.’
‘Important not to lose sight of the motivational potential of
history magazines’ (‘And last not least history magazines can
motivate or deepen the interest in history – and this is the
most important starting point for acquiring competencies in
dealing with historical culture that is around the pupils every-
where.’).
How often teachers use extracts or articles out of
popular history magazines in their teachings
9%
70%
0%
21%
Quite often
From time to
time
Occasionally
Never

10
EHISTO partner: University of Salamanca, Spain
The University of Salamanca,
one of the oldest Universities in
Europe, founded in 1218, has
today become a modern Europe-
an University, open to the culture
of practically every branch of
teaching. Currently, the Universi-
ty of Salamanca teaches first and
second cycle undergraduate
degrees to almost 28000 stu-
dents, in addition to nearly 3000
students 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 belonging
to the social, biomedical, human, experimental and formal sciences, it stands out
as 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 official
and stable Research Group at the University of Salamanca, part of IUCE (Instituto
de Ciencias de la Educación) awarded every year since 2007 as “Excellent Re-
search Group” by the Regional Government of Castilla y León, in acknowledgment
of its innovative approach of both ICT and Didactical Research activities. The
group is nowadays composed by 55 active researchers (in service University
Teachers and Researchers, as well as other collaborators coming from Education,
Public Administration and Industries) belonging to different areas, from Computer
Science to Educational Sciences, Philosophy, Social Sciences and Humanities, all
of them joined by the common interest of improving the quality of learning and
researching processes by the use of both innovative ICT and methodological ap-
proaches.
EHISTO partner school: Borgarskolan, Sweden
Borgarskolan presents itself as
the oldest business school in
Sweden. It is today an Upper Se-
condary School that offers both
preparatory and vocational educa-
tional programmes. Teaching for
instance media, social science
and auto-technology Borgarskolan
contains a great diversity among
the 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 critical
thinking’. He states that using the material from EHISTO might highlight ’different
uses 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 source
critical ability’.
Take part
in EHISTO
The EHISTO project aims to
create an ever growing net-
work of institutions and indivi-
duals 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 net-
work 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
come into 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 multiperspecti-
val and media-critical approaches
to history education. The project
also involves a number of Euro-
pean secondary schools, several
associated partners, and four
internationally renowned consul-
tants. All these different instituti-
ons and partners will be working
together in order to achieve the
project aims.
EHISTO team — University of Salamanca
Borgarskolan, Gävle (Sweden)

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
Visit our website:
www.european-
crossroads.eu
Workpackage 3: Developing learning material
and teacher manuals
In this workpackage the results of the baseline study will be
transferred into history teaching in close cooperation with the
pilot schools by developing Learning Objects that will be later
on presented on the website of the project. For each of the
topics, 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 learn
how popular history magazines adress their audience and
how they shape history for the mass media market. As result
of workpackage 3 the Learning Objects will be presented in
October at the second meeting.
Workpackage 4: Development module and module guide
for initial teacher training
The workpackage includes the development of a module for
initial teacher training as well as of study material. A first versi-
on of the module concept ist discussed at the moment and will
be complemented by the partners. A final version will be
presented at the next conference. The conference will take
place in Lodz/Poland from 28th
to 30th
October 2013.
NEWSLETTER EDITORS:
Terry Haydn, Susanne Friz, Thomas Nygren, Jutta Schu-
mann, Miriam Hannig, Oliver Simmet
GRAPHIC DESIGN:
Susanne Friz, Oliver Simmet
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
The 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 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.
May 2013
Conference: LINQ2013. Learning Innovations
and Quality. „The future of digital resources“,
16th
-17th
May 2013, Rome/Italy [LINK]
September 2013
Conference: Annual conference of the Interna-
tional Society of History Didactics (ISHD):
Colonialism, decolonization and post-colonial
historical perspectives – Challenges for Histo-
ry Didactics and history teaching in a globali-
zing world, 16th
-18th
September 2013, Tutzing/
Germany [LINK]
Conference: SINTICE 2013. XV. Simposio
Internacional de Tecnologías de la Informa-
ción y las Comunicaciones en la Educación,
17th
-20th
September 2013, Madrid/Spain
[LINK]
Conference: XX. Biennial Conference of Ger-
man Society for History Didactics: History
Learning In Biographical Perspective.
Sustainability - Development - Generation
Difference, 25th
-27th
September 2013, Göttin-
gen/Germany [LINK]
November 2013
Conference: TEEM. Technological Ecosys-
tems for Enhancing Multiculturality, 14th
-15th
November 2013, Salamanca/Spain [LINK]
Trade faire: Interpädagogica, Specialist educa-
tional trade fair for teaching aids, equipment,
culture and sport, 14th
-16th
November 2013,
Salzburg/Austria [LINK]
EHISTO related forthcoming events
EHISTO next steps

EHISTO - External Newsletter

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