This module guide for initial teacher training is a result of the EHISTO (European History Crossroads as Pathways to Intercultural and Media Education) project. It is the primary consideration of the EHISTO project that this challenge should no longer be neglected. EHISTO is concerned with the mediation of history in popular media and the issue of the social and political responsibility of journalists and other mediators of history, especially teachers, in the field of presenting commercially produced public history.
Principles of historical didactics, such as multi-perspective, controversy, reference to historical sources, relation to the present day and everyday life of students; b. Which historical topics are covered by all historical magazines in the partner countries of the EHISTO project. List of the most popular PHM key questions in international comparison Use of history in everyday life (Schörken).
They discuss the different meanings of the term 'popular' in relation to popular historical culture and relate the topic to the concept of 'historical culture' (worksheets 1 and 2). The student teachers are informed about the EHISTO concept of the “EHC” by analyzing worksheet 3.
Introduction to the topic (II): How to define intercultural and transnational perspectives in history education? How the EHC could be used for intercultural and
The national and the European landscape of commercial history magazines
Media-critical analysis related to transnational history culture and intercultural history competences
Using and evaluating the analytical framework, developed by EHISTO
Exemplary analysis of front pages, the use of pictures and textual features of PHM
Media-critical analysis of commercial history magazines: The “popularization”
Historical magazine topics in national comparison: “Columbus and the
Comparing the presentation of the topic in national magazines and textbooks
Columbus and the ‘discovery’ of the ‘New World’” (II)
Comparing the presentation of the topic in magazines from different countries
Columbus and the ‘discovery’ of the ‘New World’” (III)
Historical magazine topics in national comparison: “The ‘outbreak’ of the World War One” as EHC (I)
Advanced - to be informed about the current state of historical research and to analyze an issue of a national PHM;. Graduate - to be informed about the current state of historical research and to analyze an issue of a national PHM;. Overview of national history texts (https://media.sodis.de/ehisto/en/index.html) Quality criteria for history teaching.
The students develop their understanding of the current state of historical research and debates related to the topic of "The 'outbreak' of the First World War". The students investigate the presentation of the topic of "The 'outbreak' of the First World War" in the national history syllabuses and textbooks (6.3). The students analyze the presentation of "The 'outbreak' of the First World War" in the articles of the national PHM on the EHISTO website (cover page, content, editorial, article and image distribution) with the analysis tool (worksheet 11).
Students compare their findings with the "National Approach" study materials created in the EHISTO subjects with quality standards (worksheet 8). Students design study material with national PHM at the national level for the history classroom, according to intercultural and media critical competences.
Comparing the presentation of the topic in national magazines and textbooks
The ‘outbreak’ of World War One” (II)
Comparing the presentation of the topic in magazines from different countries: “The ‘outbreak’ of World War One” (III)
- Development of own study material for further teaching of intercultural and media-critical competences related to the EHC
Beginner - compare two PHM, each from a different country, and analyze the material using the quality standards;. The students present and discuss the results of their development of the study material (lesson 7). Work in different groups: The students compare the presentation of the topic in two PHM, each from a different country.
They use, firstly, the information about the national trends in the respective countries and, secondly, selected materials found on EHISTO's website. The students present common features and differences in the national viewpoints in PHM. They discuss the question of whether these commonalities and differences are caused by national perspectives or by other factors influencing the magazines.
Students discuss how far transnational comparison of PHM from different countries is an appropriate didactic approach to foster critical cross-cultural and media understanding of historical culture. Students analyze the extent to which the didactic material presented on the EHISTO website appears to be suitable for fostering critical intercultural and media understanding of history culture and discuss ideas for improving the materials. Development of own study material for further teaching of intercultural and critical media competences related to EHC and media-critical competences related to EHC.
Developing modules for the classroom related to other EHC: “Islam” and
Colonialism” as examples (I)
Attention: “Islam” and “Colonialism” can also be replaced by other topics that are popular in EHC (see worksheet 4)
Developing modules for the classroom related to further EHC: “Islam” and
Colonialism” as examples (II)
Attention: The beginners develop study material related to the topic they have dealt with (Columbus or World War One)
Summary
- References, Links and further material References
- Links
- Index of articles on the British Empire in BBC History Magazine
- Index of articles in History Today magazine
- What does “European History Crossroads” really mean?
- Tasks concerning the EHC in popular history magazines (PHM)?
- Key issues in the EHISTO-partner countries, which are part of the history syllabi as well as of PHM
- Key issues, which are part of the history syllabi as well as of PHM in most of the EHISTO- partner countries
- Transnational perspectives in history education Input
- Quality Criteria suggested by the Council of Europe for the teaching of history
- Quality standards related to basic principles of (German) history didactics
- Quality standards derived from formal standards of historical science
- Overarching Questions
- Possible questions regarding the table of contents
- Possible questions regarding the editor’s foreword
- Possible questions regarding the picture thread (opening double page)
- Possible questions regarding the magazine’s self-portrayal
- Possible questions about magazine websites
- Metonymy
- Synecdoche
- Metaphor
- Irony
The students discuss whether and why popular history magazines should be integrated in the history classroom as part of the historical culture in society and the everyday life of the pupils (worksheet 8). The students discuss whether and why the understanding of the transformations of "history" in PHM should be part of the history teaching at school (worksheet 14). There are many uses of the term "popular" in relation to phenomena of "popular culture".
Only some parts of "popular culture" can be understood as a result of the "translation" from the academic to the public. Historical culture”: a theoretical concept to understand images of the past, in which the historical consciousness [worksheet 6] of a human community is objectified and articulated. The choice of the terms to be discussed depends on the academic discourse in your country.
Sketch a poster of the most popular EHC in European PHM by searching for suitable icons on the Internet. List of the most popular key issues of PHM in European comparison (Result of the EHISTO baseline survey). Key issues in the EHISTO partner countries, which are included in both the history curriculum and PHM PHM.
Consider which of the "functions" of history may be a necessary prerequisite for the economic success of a PHM. This concept has proven to be a useful tool for the analysis of important features (and biases) of the representation of history in PHM in general and in PHM articles. Does he pay attention to the social and political circumstances of the historical events and processes he describes.
But different student perspectives also increase learning opportunities in the history classroom. Purpose - to inform and report original research or experiments to the rest of the scientific world. Discuss the results of the analysis of the first page: What "kind" of history is offered to the audience.
What imagery is used on the pages of the table of contents. Can any social/political views be identified from the statements in the editor's foreword? Are fictional or uncertain aspects of the representation of history made sufficiently clear and are open questions asked?