http://hdl.handle.net/10366/124113 The EHISTO project is funded by the EU Lifelong Learning Programme with around 300,000 euros. Tue, 21 Apr 2026 12:56:09 GMT 2026-04-21T12:56:09Z https://gredos.usal.es:443/bitstream/id/242335/EHISTOSmall.jpg http://hdl.handle.net/10366/124113 http://hdl.handle.net/10366/125184 [EN]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. Tue, 20 Jan 2015 00:00:00 GMT http://hdl.handle.net/10366/125184 2015-01-20T00:00:00Z http://hdl.handle.net/10366/124300 Adaptation of Luis Arranz's article in "The Adventure of History", year 8, nº 91, pp. 58-65 for the module "The mysterious origin of Columbus" Fri, 01 Nov 2013 00:00:00 GMT http://hdl.handle.net/10366/124300 2013-11-01T00:00:00Z http://hdl.handle.net/10366/124299 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. Wed, 15 May 2013 00:00:00 GMT http://hdl.handle.net/10366/124299 2013-05-15T00:00:00Z http://hdl.handle.net/10366/124298 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). Sat, 10 May 2014 00:00:00 GMT http://hdl.handle.net/10366/124298 2014-05-10T00:00:00Z http://hdl.handle.net/10366/124297 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. Mon, 28 Apr 2014 00:00:00 GMT http://hdl.handle.net/10366/124297 2014-04-28T00:00:00Z http://hdl.handle.net/10366/124286 The material provided by EHISTO is especially suitable for project-based learning and learning in combined subjects. The Learning Objects presented were created for different sets of age: While the topic “Columbus and the ‘Discovery’ of the ‘New World’” was created for pupils aged 12 to 14 years, the tasks on “The ‘outbreak’ of the World War One“ caters roughly to students aged 14 to 16 years. Since EHISTO is an European project, it is impossible to go into particulars about all the different national educational systems. Therefore the tasks presented couldn’t be created as learning materials for each and every history classroom in Europe. Rather the tasks should serve as suggestions for teachers in order to create their own questions and targets creatively for their lessons. Furthermore, the suggestions should motivate teachers to develop and use their own ideas based on the EHC-materials. Thu, 13 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124286 2014-11-13T00:00:00Z http://hdl.handle.net/10366/124285 In popular culture, Christopher Columbus is often depicted as a discoverer and hero and there are celebrations in his honour. Columbus’ legacy is, however, not undisputed, and this fact can be used to illustrate contemporary use and misuse of history. Thus, popular history texts describing the life and deeds of Columbus are examples of different ways of using history. In teaching popular history magazines can be used in various ways. The learning objective here is that the images, texts and questions should contribute to the understanding of how history can be used in contemporary media. Columbus' deeds, with colonialism and imperialism as a result, highlight historical issues which show how very differently history can be interpreted and portrayed – not least in different countries. Studying the articles is an exciting way to learn more about history and to practice media-critical thinking and multiperspectivity. Wed, 12 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124285 2014-11-12T00:00:00Z http://hdl.handle.net/10366/124284 World War I is a common and popular topic in popular history. On the next pages you can find popular history articles from different European countries describing the causes of World War I. The articles show different ways of presenting and popularizing history. In teaching, they can be used in various ways and here we have designed a number of questions to stimulate media-critical thinking and multiperspectivity. The goal of this learning material is that the articles and questions should provide historical insights on the causes of World War One, historiography and, not least, contribute to the understanding of how history can be used for different purposes. Wed, 12 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124284 2014-11-12T00:00:00Z http://hdl.handle.net/10366/124283 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. Wed, 12 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124283 2014-11-12T00:00:00Z http://hdl.handle.net/10366/124282 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. Wed, 12 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124282 2014-11-12T00:00:00Z http://hdl.handle.net/10366/124281 The learning object presented here deals with the image of Columbus that is portrayed in German and English popular history magazines, which were selected as examples. The main focus is on how illustrations are used in the magazine articles and whether the way of presenting them meets the standards of using historical sources. The tasks presented in this learning object can be seen as suggestions for dealing with this topic and can also be used for analysing the presentation of illustrations in history magazines from other countries (additional material). Furthermore you can find overviews, which summarise the depiction of Columbus and the “discovery” in national history textbooks (additional material) to give you an understanding of the national tendencies in presenting the topic. Wed, 12 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124281 2014-11-12T00:00:00Z http://hdl.handle.net/10366/124280 The unit shown deals with the start of World War One and its representation mainly in German and Swedish popular history magazines, which are examples introduced in the following. The focus is on pictures used for illustrating the assassination of Sarajevo both in textbooks and in magazines. Considering this, the central question is, how those pictures are selected and presented as historical sources. Furthermore, the unit tries to figure out, whether the question of the guilt of war is regarded to be multi-perspective or explicit. Wed, 12 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124280 2014-11-12T00:00:00Z http://hdl.handle.net/10366/124279 The topic of the module concerns various methods of presenting the historic figure of Christopher Columbus in literature, popular culture and school textbooks. The choice of articles from popular science magazines used in the module allows the students to familiarize themselves with various theories concerning the life of that great explorer, as well as various points of view regarding his role in the world's history. The main part of the module is based on a Polish article presenting a critical analysis of theories about Columbus' Portugal origin and his kinship with Polish king Ladislaus of Varna. However, the suggested tasks are also based on articles concerning Columbus that were published in German, British, Swedish and Spanish magazines. In addition, for some tasks students need to individually search the Internet for information and refer to other sources of knowledge concerning the explorer that are available to them: school textbooks, dictionaries, encyclopaedias, iconography and both feature and popular science films. The module's construction allows the students to learn about various perspectives and points of view concerning the origin of Christopher Columbus and his role in history, but also, most importantly, to improve their critical analysis competences in relation to information from both traditional and multimedia sources, as well as effective processing of that information in order to form their own conclusions and opinions. Wed, 12 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124279 2014-11-12T00:00:00Z http://hdl.handle.net/10366/124277 The presented module deals with the issue of the outbreak of World War I and its coverage in popular science magazines (in this case – in Polish, German and Spanish periodicals), as well as in Polish school textbooks. The subject matter of the articles, along with the suggested tasks, focuses on the reaction of the societies of various countries in Europe and the world to the events that took place in the summer of 1914. Comparing the presentation of that topic in texts coming from several different countries helps students to understand the various ways of perceiving the same facts and events by historians and readers of different nationalities. Thanks to the analysis of the said texts, students learn that the outbreak of that international conflict, as well as the issue of responsibility for its escalation, in 1914 were interpreted in a completely different way than they are in our times. The perspectives varied not only in individual countries, but also among individual groups in one society. The module includes both text analysis exercises (concerning popular science articles and texts in school textbooks) and iconographic material analysis. The module particularly focuses on linking the discussed historical issues to still relevant problems known to students, such as the role of marketing and propaganda in shaping the public feeling and societies' perception of armed conflicts in the past and nowadays. Wed, 12 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124277 2014-11-12T00:00:00Z http://hdl.handle.net/10366/124224 In your book you are going to get information about World War I: causes, outbreak and evolution of the conflict, stages, end of war and peace treaties, consequences, etc. The Great War is the result of a complex interrelation of economic causes (Industrial growth and control of commerce), political and territorial causes (territory demands and colonial rivalry), ideological causes (strong nationalist feelings), diplomatic and military causes (creation of alliances and weapons race), which produce a growing atmosphere of tension in Europe since the end of the nineteenth century. The report of events of the war usually starts with the assassination of Archduke Franz Ferdinand, heir of the Austro-Hungarian Empire in Sarajevo, in June 1914. From then on, the following declarations of war among countries, being in favour of either one or other side in conflict, lead to a war of proportions unknown until that moment. But, could the war have been avoided? Which countries had the greatest responsibility for the outbreak of the conflict, and why? About to reach a century of its beginning, historians from different countries reflect on these questions. The analysis of different points of view enables us to get an open and critical view about the reasons which caused it. This module will let you approach some of these views about the outbreak of the Great War through the study of articles which are published in history magazines like those you can find at any newsagent’s, but from different countries. You will be able to study this topic through the documents and activities proposed in this module, or with the help of your teacher, who is also offered some suggestions to propose this topic in the classroom. Go through this module tabs in the student view to access the contents and activities which have been prepared for you. Tue, 11 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124224 2014-11-11T00:00:00Z http://hdl.handle.net/10366/124223 In your textbook you are going to find information about the geographical explorations and discoveries, especially Castilian and Portuguese that take place at the beginning of Modern Age: their causes, main routes and discoverers, etc. Among the characters that star these historic events the figure of Christopher Columbus stands out. His expeditions in the search of commercial routes to Asia produced as a result the discovering of a continent which was unknown until that time: America. The figure of Columbus is enigmatic and controversial. Although there is a general consensus about his Genoese origin, different secondary hypotheses defend some other places as a birthplace. In fact, the mystery of his nationality has originated all type of speculations, especially from the 19th century, not only about the origins of the discoverer but also about the reasons why he himself seems to try to hide it. Some of these hypotheses have certain historical basis, while others, perhaps, are rather a consequence of fictional inventiveness and of the interest to demand the origin of a well-known character for their own territory. This module will enable you to get close to some of these hypotheses on Christopher Columbus' origins through the study of articles published in history magazines just like the ones you can find at any newsagent's, but from different countries. You'll be able to study this question through documents and activities which are suggested in this module, or with the help of the teacher, who is also offered some suggestions to set out the question in the classroom. Go through the tabs in this module through the student view (select it in the headline) to access the contents and activities which have been prepared for you. Tue, 11 Nov 2014 00:00:00 GMT http://hdl.handle.net/10366/124223 2014-11-11T00:00:00Z