History Education beyond Borders

Mapping and Sharing Global Experiences in Developing and Implementing History Education Resources

The project HEBB was a means to create a structural conversation among expert-practitioners from Europe and Northeast Asia who seek to develop and successfully implement cross-border history education resources, with a specific eye to the reconciliatory potential of history education. It is best characterized as a project which brought experienced editors and authors of cross-border history education resources together, challenged them to share their experiences in a structural way, as to identify best practice and document the approaches in a practical way so that they become transferable. The project did not produce an academic research output, but rather opened a discussion about process and approach among those that have similar experiences in dealing with complicated, sensitive and controversial history on the cross-border level. As editors or authors of such resources, they were not a neutral group of researchers, but themselves active stakeholders and certainly also can be seen as active civil society.

Project Aims

The project aimed to initiate a comprehensive knowledge sharing between Europe and Northeast Asia on the need, approach, impact and sustainability of cross-border history education resources, such as joint history textbooks, or online resources.

  • To identify the needs of experts and authors of cross-border history education resources in Northeast Asia for further development and implementation of these
    resources.
  • To clarify the learning expectations that these experts and authors have of the European experiences.
  • To work with all relevant European and Global partners who have engaged in the development and implementation of cross-border history education resources in order
    to come to a common, and practical overview of approaches.
  • To produce practical guidelines for the development and implementation of cross-border history education resources.
  • To offer all identified information, including an overview of existing, current or expected initiatives for cross-border history education resource development on a
    free-for-all web-portal.
  • To evaluate the added value of the sharing of experiences among Europe, Northeast Asia and other global stakeholder with a view on deepening the project in a next
    phase.

Expected Outcomes

  • The project generated a longterm effect on the issue of reconciliation on historical issues, by opening new avenues for work, methodology and approach for the current, and future expert and authors who are set to work on cross-border history education resources in Northeast Asia. In particular, working through key concepts like Multiperspectivity can be helpful when dealing with highly sensitive and controversial issues, while fostering with students a sense of critical thinking.
  • The project participants developed their professional competences and build their capacities to reflect, steer and work on cross-border history education resources. Thanks to the combination of expertise that the participants brought to the project, they enriched their knowledge and skills in subject specific pedagogy with new knowledge and skills in teaching sensitive issues in compulsory education and are better able to identify effective ways to increase the participation and performance of all their students in the learning process.
  • The participating organisations broadened their perspectives through learning about a number of initiatives being conducted in other countries or internationally. They became aware of the need for cooperation across borders and sharing of resources and experiences for the more efficient usage of public funding and investments and for the effective delivery of these resources to the widest possible and relevant target group
  • A set of recommendations on the development of cross-border history education resources

Latest News

[PARTNER] ePACT: Education Partnership for Advocacy, Capacity-Building and Transformation

The overall objective of the project is to contribute to sustaining the democratization process and enhancing conflict sensitivity in the Western Balkans through reforms and implementation of changes in the formal schooling system that will intensify democratic education. The project strives to achieve that education authorities and civil society jointly reform education and schools in the region to enhance critical thinking and active citizenship. These two competencies are key drivers of all forms of development, but particularly of the development of a vibrant civil society that is ready to protect and defend democratic values, gender mainstreaming, environmental protection and a culture of non-violent conflict resolution.

Project Aims

  • Reforming and implementing changes in the formal schooling system that will intensify democratic education
  • Reforming education and schools in the region to enhance critical thinking and active citizenship
  • To contribute on the macro level to sustaining the democratization process
  • To enhance conflict sensitivity in the Western Balkans

Expected Outcomes

New evidence-based curricula transformation strategies
EuroClio is leading this part of the project, which is composed of a Needs Assessment study and national peer-training events organized by the local partners, EuroClio member associations in the region.

A regional Needs Assessment study will be conducted by researchers Dea Marić and Rodoljub Jovanović, focusing on a range of issues including:
• Study programmes for history educators
• Employment and professional development
• Curriculum and textbooks
• Teachers’ roles and skills
• Schools
• Teaching Practice / Everyday teaching
• Dealing with difficult topics

With several rounds of feedback by the Standing Working Group members, participants to the 2016 Regional Summer School in Montenegro and over 300 educators from across the region during 6 national seminars, the survey underwent a thorough review process before it is launched.

By reaching out to history educators across the region to share their perspectives, the survey results will produce an evidence base that will form the basis of new curricula transformation strategies in the region.

For more information on the survey, check back here soon.

Downloads (see below)
– Report Preparatory Meeting National Peer-training Events ePACT
– Report National Peer-training Events ePACT

Increased capacity for training and multiplication
With national training seminars the project aims to train individuals who will be able to act as trainers for peers and who will be able to multiply the competencies for multi-perspective and participative lessons. Eventually this will equip students with the empathy and the skills necessary for turning complex conflicts into constructive solutions. CDRSEE is the lead partner for this part of the project.
Joint advocacy and regional cooperation
Joint advocacy and regional cooperation is crucial to establish and strengthen collaboration amongst civil society, educators and policy makers on the regional level. The main means to foster this cooperation is the Standing Working Group on History Education that is led by EuroClio, and the Standing Working Group on Didactical Reform that is led by CDRSEE. In 2017 a capacity building regional summer school will form another platform for exchange and cooperation, building also on the results of the first outcome, the evidence base.

Download (see below):
– Summary and Update ePACT Project 21062016

National Coordinator

National coordinator
Miloš Vukanović
Donika Xhemajli
Risto Nikoleski
Emina Zivković
Gentian Dedja
Senada Jusić

Project Researchers

Dea Marić holds an MA degree in History and Sociology. She currently works as a project coordinator in a civil society organisation Documenta – Center for Dealing with the Past from Zagreb on programs of documenting, public advocacy and education for dealing with the past. She is also a Teaching Associate at the Faculty of Humanities and Social Sciences, University of Zagreb on courses related to History Teaching Practice. Her research interests fall in the fields of history education, educational standards, strategies and practices. She is actively engaged in several national, regional and international initiatives and organizations for promotion of human rights and innovation of history and civic education.

 

Rodoljub Jovanović is currently a tutor at University of Amsterdam's PPLE College
(Bachelor's program in Politics, Psychology, Law and Economics) where he teaches several
courses (Cultural Psychology, Decision Making, Statistics for Experimental Research). He holds a diploma in Psychology from the Faculty of Philosophy, University of Belgrade and a MA in Interdisciplinary Research and Studies on Eastern Europe (MIREES) from the School of Political Sciences, University of Bologna and Faculty of Social Sciences, University of Ljubljana. He is currently involved in several educational projects dealing with history teaching and dealing with the past. His research interest is in combining perspectives of social psychology and political science in understanding post conflict societies.

Standing Working Group on History Education

Within this project EuroClio brings together educational experts, representatives from History Teachers Associations and representatives of educational authorities in the Western Balkans within the framework of the Standing Working Group on History Education. The experts enter into a collaborative and engaging reflection on best ways to conduct a wide-ranging needs assessment that will shed light and increase understanding on areas and ways of making history teaching more relevant and constructive, centring on the need to gather a substantial evidence base while serving the needs of policy makers to identify gaps, needs and opportunities. They will discuss the findings of the Needs Assessment and plan future actions and implementation of educational transformation.

Expert Members

Fatmiroshe Xhemalaj – ALBNA (Albania)
Gentian Dedja – ALBNA (Albania)
Iliriana Topulli – Ministry of Education and Sports (Albania)
Aleksandra Janković – OSCE Mission to Bosnia-Herzegovina (Bosnia-Herzegovina)
Bojana Dujković Blagojević – EuroClio HIP BiH (Bosnia-Herzegovina)
Mirza Cehajić – Pedagogical Institute Zenica (Bosnia-Herzegovina)
Arber Salihu – Ministry of Education (Kosovo)
Donika Xhemalji – SHMHK (Kosovo)
Ferit Idrizi – Ministry of Education, Science and Technology (Kosovo)
Igor Jurukov – Ministry of Education (Republic of Macedonia)
Mire Mladenovski – ANIM (Republic of Macedonia)
Darko Stojanov – Institute of History (Republic of Macedonia)
Miloš Vukanović – HIPMONT (Montenegro)
Rade Vujović – University of Montenegro (Montenegro)
Radovan Popović – Bureau for Education (Montenegro)
Aleksandar Todosijević- UDI-EUROKLIO (Serbia)
Marko Suica – University of Belgrade (Serbia)
Vesna Dimitrijević – Ministry of Education, Science and Technological Development (Serbia)
Biljana Stojanović – Ministry of Education, Science and Technological Development (Serbia)

Teachers on Teaching

 

The Project at a Glance

The project will be implemented with the financial support of the Austrian Development Cooperation as part of the initiative “NETUCATE – Networked education creating a skills web for participation and sensitivity.”

The project will be implemented with the financial support of the Austrian Development Cooperation as part of the initiative “NETUCATE – Networked education creating a skills web for participation and sensitivity.”

Coordinating Partner

CDRSEE

Project Managers

Jonathan Even-Zohar
Director, EuroClio - Inspiring History and Citizenship Educators
Judith Geerling
Senior Project Manager, EuroClio - Inspiring History and Citizenship Educators
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Latest News

How can Europe Help the Balkans “Consume” its History?

EuroClio Uncategorized ,

On 18 December, EuroClio headed to Brussels along with partners at Centre for Democracy and Reconciliation in Southeast Europe (CDRSEE) and the International Students of History Association (ISHA) to discuss the difficult and proven at times controversial question of ‘How can Europe Help the Balkans “Consume” its History?’ This event was hosted at the House …

Winds of change: Supporting History Education Reform in the Kyrgyz Republic

About the project

EuroClio, the Global Centre of Pluralism are working together to help the Ministry of Education to make the teaching and learning of history and other social science subjects better suited to the diverse population of the Kyrgyz Republic. The project works with representatives of educational authorities, teacher trainers, curriculum developers, textbook authors, historians, teachers and methodologists on  student-centred approaches and methods that contribute to a more pluralistic and democratic society.

Project aims

  • Introduce and enable teachers to implement active learning methods for culture and history education to develop critical thinking skills and learn more about the diverse people and cultures of the Kyrgyz Republic.
  • Create ready-to-use educational resources that are applicable in the Kyrgyz Republic.
  • Share and learn from practices by international experts working on teaching and learning of history and other social science subjects abroad.
  • Build a network of education professionals involved in promoting and implementing history education in Central Asia.
  • Train a core group of education professionals capable of implementing the introduced methods and training peers, thus essentially multiplying project results.

Results so far

  • Generated interest by with teacher training institutes, the Academy of Science, the Aka Khan Foundation, the American University of Central Asia, and the Georg Eckert Institute.
  • The training of more than 150 education professionals during professional development workshops by (mostly) international specialists in various aspects of teaching and learning history and culture subjects. Each training was designed in response to the requests and demands that were identified during the previous events.
  • A good understanding of the needs of teacher in history and other social science subjects and of the sensitivities.
  • The establishment of a community of education professionals who are interested and committed to the idea of innovative and responsible history education and motivated to promote this in the Kyrgyz Republic.

People involved

  • Larisa Marchenko, Representative of the Ministry of Education
  • Nina Bagdasarova (AUCA), project advisor
  • Burulai Aitikulova (AKF), project advisor
  • Katie O’Brian (Global Centre for Pluralism), project partner
  • Steven Stegers, project manager.
  • Gurano Ataeva, project coordinator.
  • Iryna Kostyuk, EuroClio trainer
  • Julia Kushnereva, EuroClio trainer

History and memory masterclass (Public report)

First project report

Second project report

Opening up Historiana

About the Project

In “Opening up Historiana” EuroClio will involve more people and organisations in the development and use of Historiana. It will be possible for third parties to publish and promote resources on Historiana and to develop eLearning Tools for the Activity Builder. The project will stimulate the re-use of the Europeana Collections because the improvements made to Historiana will make it more attractive for cultural heritage institute to offer access to their collections via Europeana. In addition the project will result in actionable recommendation that will help those organisations that provide content to the Europeana Collections help educators discover, and use source for use in education.

Project Aims

The Opening Up Historiana project aimed to

  • Improve the user experience of educators who create e-learning resources on Historiana;
  • Expand the functionalities of the Historiana eLearning Environment;
  • Create three new eLearning tools on Historiana eLearning Environment;
  • Open up Historiana to web developers and developers of educational resources;
  • Re-use sources from Europeana Collections for the benefit of educators and their students.

Expected outcomes

The consortium will work in the project to develop the following outputs:

Documentation for webdevelopers

The purpose of this activity is to ensure that any web developer who has sufficient knowledge and experience in working with JavaScript has the information that is needed to create eLearning tools that can be added to the Historiana eLearning Environment. The documentation, produced by Webtic, will consist in a website page on Historiana. This page will provide all the necessary information in terms of how Historiana works, the coding system, and other useful information. This page will serve as guideline for webdevelopers who would like to contribute or are interested in working on Historiana.

 

Three eLearning tools

The development of new tools to the Historiana eLearning Environment will involve the project partners, professional webdevelopers and history educators. This output will further expand the functionalities of the creation of personal eLearning activities on Historiana. The three new tools that will be implemented in Historiana will result in three new blocks that will make it easier for the users to create eLearning activities using the historical content present on the Historiana eLearning Environment.

Partner pages on Historiana

Project partners will have their own page on the Historiana eLearning Environment. This will enable them to have a dedicated space on Historiana in which they will be able to publish their own eLearning activities in the language of their choice. The purpose of the development of partner pages is to make it possible for developers of educational resources, besides EuroClio, to create, publish and promote eLearning Activities. All project partners (Muzej Slavonije, Ústav pro studium totalitních režimů and Stockholmskällan) will work with the history educators from their network, to create exemplar educational resources on the Historiana eLearning Environment that will be used in their own educational setting, and in their main language of instruction.

Recommendations for Europeana

The purpose of this activity is to identify what can be done to help history educators find more sources that they can use in the design of (online) resources. The recommendations will provide insights on how creators of resources for the teaching and learning of history are searching for sources online. This will result in a list of recommendations addressed to Europeana and their content providers, which will give them inputs on how to better link with history educators and how to collect content in a way that it would be more adaptable and driven to education.

Post-project business case

The purpose of the post-project business case is to make sure that the outputs developed in the framework of the project will be sustainable in the future. The business case will result in a study mapping the needs of commercial publishers of educational resources and those of history educators who are interested in the use of IT to enhance their teaching practices. The business case will give EuroClio insights on possible way on how to keep Historiana sustainable.

Project Material

For more information on the project and on the outputs, we invite you to have a look at the documents that we have created so far:

At a Glance:

Donor

The Opening Up Historiana project is co-financed by the Connecting Europe Facility of the European Union

The project will be implemented with the financial support of the Europeana as part of the initiative “Historiana".

Project partners

Project Managers

Steven Stegers (Executive Director)

Judith Geerling

Learning to Disagree

​About the project

​In our world today young people are increasingly influenced by social media and the information found on the internet. This exposes young people to different extremist ideologies and alternative facts. Teachers are often confronted with radical views and expected to deal with them. This project aims to aid educators in how to constructively discuss and debate these issues by exploring different aspects of an issue. The competences that students have learned through meaningful dialogue and debate at school will also enable these students to deal constructively with tensions and disagreement in their daily life.

Project Aims

​​The project empowered educators across Europe to enable students to acquire social and civic competences through debates, dialogue and discussion on contested issues as part of their formal education.

Expected Outcomes

Needs Assessment

The needs assessment was designed to assess what educators need in order to help their students to acquire social and civic competences through dialogue, debate and discussion on contested issues. Read the full Needs Assessment Report here.

Exemplar content for dialogue, debate and discussion

A skilled team of 14 history educators has developed, as part of this project, 15 sets of content that enable students and educators to have dialogue, debates and discussions on contested issues. Each set of contents provides information on the issues at stake, the historical context, a variety of viewpoints, and questions that made students think.

These sets of content focus on four different themes:

  • People on the Move (The case of the Vlora Cargo Ship, How are Migrants Perceived, Why do people move)
  • Borders, Annexations and Secessions (The Catalan Referendum, the Northern Irish border, the case of Crimea, and the case of Kosovo)
  • Surviving Under Pressure (The Algerian War, Leaders in times of Turmoil, the Wealth Tax in Turkey, and the Famine in Greece)
  • Contested Cultural Heritage (Rhodes Must Fall, Changing Street Names in Serbia, and the Hagia Sofia in Turkey)

All these sets of content are available on Historiana.eu, in the Historical Content section. To further help teachers using these resources, the Learning to Disagree team has developed dedicated lesson plans, which are available on Historiana.eu in the Teaching and Learning section.

Teacher's guide on dialogue, debate and discussion

This guide is incorporated in the comprehensive “Learning to Disagree Teachers’ Guide”. Part 2 (Teacher Guide to support the use of discussion, debate and dialogue as teaching methods) of the document is designed to help educators to apply dialogue, debate and discussion in practice. The guide includes support material for at least 12 types of dialogue, debate and discussion, including information that educators could use on which type works best in which context. The guide is  available in 13 languages. 

Teachers guide on assessing social and civic competences

This guide is incorporated in the comprehensive “Learning to Disagree Teachers’ Guide”. Part 3 (Assessing competences) includes descriptions of the competences, aligned with various international documents, including the Council of Europe Competences for Democratic Culture (2016). It set out to help educators identify what competences students need to develop further, and helped educators to make clear what needs to be done in order to be competent.

Training package on how to use the educational resources

The training package consists of a set of resources that could be used for presentations, workshops and other training elements that helped educators to use the resources developed in the project. The training package is available upon request: if you would like to receive it, please contact us at secretariat@euroclio.eu

Policy recommendations

The policy recommendations point out to policy makers in what way the findings of the needs assessment either support or contradict existing policies which facilitate a teacher’s ability to not only de-escalate tensions in the classroom but channel them into constructive dialogue, discussion and debate that in turn supports learning. They also illustrate to what extent the exemplar content  is illustrative of the capacity of history education, including its specific methodology of multiperspectivity in fostering student’s ability to cope with a variety of viewpoints, is able to enhance in the wider learning process. Building on this, the recommendations identify opportunities and challenges for mainstreaming this in history education. From the two guiding materials, essential elements which could be enhanced through educational policies, were highlighted.

At a glance:

Donor

The project will be implemented with the financial support of the Erasmus+ Programme of the European Union as part of the initiative “Learning to Disagree".

Project Coordinator

Alice Modena (Project Manager and Professional Development Coordinator)

Project Partners

Project team

Project Partners

Barbara Christophe & Maren Tribukait (Georg Eckert Institute )

Dr Anthony Malone & Dr Majella Dempsey (Maynooth Univeristy)

Helen Snelson (Mount School York)

Lidija Šuica &Marko Šuica (Education for the 21st Century)

Decisions and Dilemmas III: Making Learning about the EU Motivating and Meaningful

About the project

This project was a continuation of the previous projects Decisions and Dilemmas I and II. It aimed to further support educators across Europe in teaching about the European Union in a motivating and meaningful way that resonates with students. We hope that through this, students became more aware and active in Europe’s democracy. The ambition of this project was to make educators, and thus students, aware of the importance of the EU and the complexities that accompany policy and decision making in the EU.

Project Aims

The project aimed to spread the content (resources) that were developed in three previous projects (D&D1, D&D2,  and Teaching Europe) to educators and citizens living in Europe.

People Involved

The project included eight partner countries, where the country coordinators of each country organised national training events with the project materials in their local languages. Coordinators also contributed to the project by identifying relevant communication channels for the dissemination and awareness raising campaign. Additionally national trainers were responsible to host workshops with the project materials during their national events, and during one of the other trainers. The people involved were:

  • Bulgaria: Bulgarian History Teachers’ Association, Petya Georgieva and Bistra Stoimenova
  • Croatia: Croatian History Teachers’ Association, Igor Jovanović and Vedran Ristić
  • Cyprus: Association for Historical Dialogue and Research, Loizos Loukaidis and Alev Tugberk
  • Czech Republic: History Teachers’ Association of Czech Republic, Jiri Benes and Eva Zajicova
  • Finland: Finnish Association for Teachers of History and Social Studies, Kati Hynonen and Kirsi Ruhanen
  • Latvia: Latvian History Teachers’ Association, Edgars Berzins and Ansis Nudiens
  • Portugal: Portuguese History Teachers’ Association, Joaquim Freire de Carvalho and Miguel Barros
  • Spain: Spanish Association of History and Geography Teachers, Marino Maqueda and Maria Jesus Campos

Trainings

The following activities were part of the project: An international train the trainer event, a series of national training and awareness raising events, the translation of open educational resources and research results from previous projects and the implementation of a European dissemination and awareness raising campaign.

The aim of training events was to help educators promote learning about the EU that is both motivating and meaningful for students. This is because the teaching practices in most European countries are not preparing young people to fully participate in Europe’s democracy. Over the period of April until August of 2018, several national training events were organized. These were organized as follows:

  • April: Cyprus
  • May: Bulgaria, Croatia and Cyprus
  • June: Czech Republic, Finland and Spain
  • August: Latvia and Cyprus

On top of these trainings , EuroClio also organized a “Train the Trainer” seminar in February 2018, during which educators that participated in the training events were thought about why teaching about the EU matters, they had access to exemplar learning resources that they could use in their own language, and were trained on how to use these resources to make learning about the EU motivating and meaningful (because the resources are inquiry based and make use of active methods)

“Teaching Europe” research

The aim of the research was to answer the question on “how is European integration taught in the final two years of compulsory education in the 28 member states of the European Union?”

The goal of the research was as follows:

  • Help improving the way teaching and learning about the EU is taking place
  • Establish the common features and fundamental differences in teaching EU throughout the different EU member states
  • Provide a response to the wishes expressed by EU institutions to improve teaching on European integration as enhancing social cohesion within the Union
  • Nourish the European debate on how to articulate identification with the European project for a shared future

Educators that were involved in the project were asked to identify 2 school books for history education which are most widely used to teach European integration in member state and analyse their EU-related contents, and the 2 books most used in another social science subject and analyse their EU-related contents. They were then asked to fill in a questionnaire that was divided into sections, in order to have a full image of what the textbooks cover on European integration.

  • Textbooks details
  • Coverage of the EU
  • The origins of the EU & EU integration
  • Enlargement of the EU
  • EU institutions and policies
  • Historical figures
  • EU in relation to your and other countries

The data accumulated has been analyzed and the full scope of research can be found here. However, the conclusion is as follows:

  1. Presentation of EU consists of a mostly positive narrative
    • EU history is detached from other history
    • EU is seen as external and there appears to be little room for ordinary people
  2. Future recommendations and directions
    • EU history should not be detached from the rest of history. It has been almost 70 years since the signing of the Rome Treaty and the EU has been a key factor in many areas of life in Europe.
    • Methods should be motivating and should be based on active teaching and learning methods.
    • EU should further invest in developing innovative educational resources, and make existing ones available in more languages.
    • EU should increase its focus on school education.

Outcomes

A variety of resources were disseminated to educators and students alike, which fall under the following themes related to the development of The EU project:

The way the EU is currently being taught- These resources were spread in order to help educators to critically reflect on the way the EU is currently being taught and the implications of this approach, and therefore be triggered to develop their own vision on how teaching about the EU should ideally look like.

  • The results of a comparative analysis of the way European Integration is currently presented in school textbooks in all 28 member states (conducted in 2015).
  • Scans of the maps, cartoons and photographs that are used in these textbooks on the pages dealing with European integration.

Post-War Europe (1944-1951) – These resources were spread as they 1) help educators to engage students with the challenges facing Europeans, and their hopes and fears for the future, as the continent emerged from a war-torn first half of the 20th century, and 2) help youngsters understand why a group of political leaders wanted to establish a means of facilitating social and economic integration leading eventually to some kind of greater political integration.

  • A collection of 24 life stories of ordinary people living in Europe after the end of World War 2. All of these stories are written up from the lives of real people. The stories are presented to help students to empathise with the human side of the years 1945-49.
  • Evidence files under the themes: Changing borders, New governments, Life goes on, Infrastructure destruction, Hunger and hardship, Destroying the National Socialist world, Displaced people and refugees, and Never again. Students can use the materials in these files to research what life was like in Europe the period 1945-49 and make judgements about how useful the different types of sources are for different purposes.
  • A learning activity "Life in Europe 1945-1949 - What was it like to live in postwar Europe?"
  • A scripted drama “Rising from the Ruins: Rebuilding Europe after World War Two. How did the aftermath of World War Two lead to the founding of the European Union?”

The EU in the context of the long search for stability – These resources were spread as they help educators show to students that the European project has been different from the previous attempts to manage conflict and establish stability in Europe:

  • A multi-stranded timeline “Managing conflict in times of change”.
  • A learning activity "Managing conflict in Europe in times of Change: 1648 – 1945. What can we learn from a timeline about conflict management in Europe?"
  • A learning activity "A comparison of European peace treaties. What are the similarities and differences between some of the key European peace treaties?"

The EU in the context of a changing world – These resources were spread as they help educators show to students how and why decisions are made and exploring the dilemmas that Europe has faced, and continues to face, and how the EU has adapted to changing international circumstances in the second half of the 20th century and the early years of the 21st:

  • A learning activity "Old fears and new threats: Western European defence negotiations - How revealing are the negotiations over European defence 1948-1954 about the hopes and fears of the people involved?"
  • A learning activity "Why has it proved so difficult to agree a common European foreign policy? Examining the evidence to explore dilemmas and decisions about European foreign policy."
  • A learning activity "Exploring the Common Agricultural Policy What is the CAP and is it still needed?
  • A learning activity "The challenge of European stability - How stable has Europe been 1945-today?"
  • A learning activity ‘Unity in Diversity’: What makes it possible for European countries to work together to operate as a global power?
  • A learning activity “Economic imbalances in Europe. What kind of dilemmas may result from our economic choices?”
  • A learning activity “The EU and trade in a global context. How does European trade policy affect African chicken farmers?”
  • A learning activity “Should we feel anxious about Europe’s energy dependency?”
  • A learning activity “Opening Europe’s Borders for People and border controls in a (post)Schengen world’. How did the migrant crisis shake the foundations and principles of the European Union?”

The report of the first meeting and a list of the translated activities is now available here.

The report of the second meeting and a list of the translated activities is now available here.

The report of the third meeting is now available here.

The report of the fourth meeting and a list of the translated activities is now available here.

The report of the fifth meeting and a list of the translated activities is now available here.

The report of the sixth meeting and a list of the translated activities is now available here.

 

 

 

 

 

Europeana DSI 3

About the project

The Europeana Digital Service Infrastructure phase 3 (DSI3) project has continued the work of its predecessors DSI1 and DSI2 in tackling the question of how to unlock the potential for use of digital heritage for (history) education. The project focused on the further integration of Europeana and Historiana in order to make them more user-friendly, thus allowing for their optimal use in history education.

Together with Europeana, EuroClio developed a teacher training guide (How to use online tools to promote historical thinking?). This guide is designed for teacher trainers to challenge and support their trainees or colleagues to create, adapt and use eLearning Activities that promote historical thinking using the Historiana eLearning Environment and Europeana’s Source Collections. The guide includes practical information on how to set up a workshop, a set of ready to use teacher challenges to create eLearning activities, and various types of support material. The guide can be downloaded below. The exemplar content and a screencast of an online eTwinning seminar bringing together all the materials are also available below.

Project Aims and Outcomes

The project aimed to facilitate the optimization of Europeana and Historiana resources in history education, through:

  • The development of content to be used in an eLearning environment
  • The creation of a strategy for teacher training in the use of this environment
  • Developing a strategy for the continuous testing of the Historiana facility with users (teachers and students)
  • Aiding in website development in accordance with addressing the key issues that have been identified over the course of DSI1 and DSI2

The project delivered the following concrete outputs:

  • 14 e-Learning activities and 12 source collections on Historiana using Europeana content
  • A training package for teachers regarding the use of the e-Learning environment on Historiana, using Europeana content
  • 7 Europeana specialised workshops for teachers within existing training events of EuroClio and/or EuroClio’s member associations
  • 2 online eTwinning events on how to use the Historiana e-Learning Environment with Europeana content

Educational Materials

Check out all 12 source collections on Historiana!
Check out all 14 learning activities on Historiana!
Teacher Training Package - Europeana DSI3

Downloads

Report Workshop at Fontys University - 14 April 2018

Report Annual Conference Workshop in Marseille - 24 April 2018

Supported by

Making historical thinking explicit to students using online tools

Enhancing History Education and Civic Society

Common Approaches for Bosnia-Herzegovina, Croatia and the Federation of Serbia and Montenegro

This project aimed to promote and support innovative History Education and History Educators in Bosnia and Herzegovina, Croatia and the Federation of Serbia and Montenegro through strengthening Peace, Stability, Democracy and Reconciliation. During the project, three training and working seminars were organised: in September 2004 in Bosnia-Herzegovina, in November in Croatia, and in December in the Federation of Serbia and Montenegro. The three project teams from Bosnia and Herzegovina, Croatia and Serbia showed a good balance between academic historians and classroom teachers. They worked cooperatively with the other national teams. At the end of the project, the project team is almost ready to produce a Teacher Resource Book with the working title “Ordinary People in an Extraordinary Country, Yugoslavia between East and West”. The History Teacher Associations in Bosnia-Herzegovina, Croatia and Serbia have organized their national training seminars and General Assemblies in cooperation with the Danish History Teachers’ Association and EuroClio.

Project Aims

  • Strengthen and enlarge the core-group of innovative history educators, representing the different ethnic, religious and linguistic communities in Bosnia-Herzegovina, Croatia and the Federation of Serbia and Montenegro.
  • Strengthen the national and international inclusive networks operating on a local, national and international level.
  • Strengthen connections of the History Teachers Associations with national authorities related to history education.
  • Assist curriculum development through cooperation with exciting initiatives using professionalised core-groups and experts on the Learning and Teaching of history and strengthen and extend relations on history education with Council of Europe, OSCE, UNESCO, EU, EuroClio, national Ministries of Education and NGO’s.
  • Organise workshops with focus on improving professional quality and strengthen and enlarging History Teachers Associations.
  • Offer solutions for the common needs of the region for school education.
  • Strengthen the international dimension in school education.
  • Develop and strengthen organisational and financial management.
  • Disseminate information about history education via different media.
  • Encourage teachers to reinforce ICT as tool in history education.

Results

  • Innovative regional Teacher Resource Book.
  • A regional core group of innovative teacher trainers and teachers.
  • Acknowledged responsibility among history educators in the region for the possible impacts of school history on society.
  • A strengthened awareness for the need of innovative history curricula respecting diversity in society.
  • A strengthened awareness for the dire necessity for the international dimension in history education.
  • Wide use of information and communication technology in history education.
  • An extended and strengthened network of academic historians and history educators in Bosnia and Herzegovina, Croatia and Serbia, able and willing to take their share and responsibility for peace and stability in the region.
  • Recognition of politicians, national and international authorities and media that history educators are important partners in the educational reform process.
  • Enriched national, regional and international cooperation and mutual understanding.
  • Practical tools and skills for local, regional and international communication.
  • Independent, strong, active and professional history teachers’ organisations in Bosnia and Herzegovina, Croatia and Serbia, able and willing to take responsibility and ownership on a national and regional level.
  • Increased professional, diplomatic and management skills of history educators and their organisations.

Legacy

The project History in Action - Planning for the Future followed this project in the framework of the History That Connects the Balkans Programme, that saw the realization of the following publication:

Available online in English, Bosnia, Croatian, and Serbian

Supported by

Neighbours Project

Partners

Danish History Teachers' Association

 

Bosnian History Teachers' Association

 

Croatian History Teachers' Association

 

Association for Social History in Serbia

 

Project Managers

Joke van der Leeuw-Roord, EuroClio Executive Director

Lieke van Wijk, former EuroClio Project Manager

Contributors

Bosnia and Herzegovina:

Edin Veladzic, Melisa Foric, Bojana Dujkovic, Bahrudin Besirevic (author), Midhat Spahic (author), Velibor Vasovic (author), Boro Bronza (author), Edin Radusic (resource), Darko Gavrilovic (resource).

 

Croatia:

Zdenko Samaržija, Ivan Dukić, Kiti Jurica Korda, Denis Detling, Hrvoje Petrić, H. Klasić, Svjetlana Vorel, Karolina Ujaković.

 

Serbia:

Ljiljana Lazarevic, M.A. Radina Vucetic (author), M.A. Goran Miloradovic (author), M.A. Vesna Dimitrijevic (author), Zvezdana Petrovic (author), Phd Miroslav Jovanovic (resource), Phd Dubravka Stojanovic (resource).

Uroki Klio

History Education in Russia

After the changes, Russia had to rediscover the past. Academic historians are reinterpreting the Russian history, but their interpretations are regularly changing due to their political point of view. It will take some time before the Russian historians will have the academic distance necessary for an objective as possible approach in their quest for the historical truth. To provoke a change in the system of history education is a long-term project, which demands for long-term approaches. And a change in ways of thinking makes changes like this. To guide this process of change, or at least a trajectory of it, this project was developed. In the project, innovative educational materials are developed within a clear set timetable within an international, constructive and co-operative environment. The produced textbooks would like to provoke the debate on history education and will assist history teachers in Russia to meet the new requirements. The materials will help them to teach new content and offer new approaches for the learning and teaching of history.

Project Aims

  • To develop curriculum approaches which search for alternative themes and topics and which merge traditional history education, based on knowledge, with innovative approaches, applying skills and attitudes.
  • To develop innovative teaching materials for those parts of the history curriculum which particularly relate to the development, acquisition and applications of democratic values and of the techniques of democratic practice.
  • To assist in the transfer of technical skills in the teaching of history in schools as an important element in the understanding of democratic practices and the rule of law.
  • To co-operate and exchange ideas with an open mind.
  • To strengthen Associations of History Teachers which are emerging in Russia.

Results

  • The history textbooks the project developed are a real merge of knowledge oriented and skill oriented approaches. Topics the books deal with are new for Russia: everyday life, youth, women. An integrated approach for world and national history in textbooks is unique. The skills and approaches are transferable to other topics and other subjects. The books give teachers a tool to apply skills in the classroom. They provoke thinking about the multicultural society.
  • The books and the project deal with democracy on different levels. First democratic skills and attitudes are concepts in the developments of the books. They deal with critical thinking, different interpretations, comparison of sources etc. These approaches are important to raise responsible and critical citizens for a democratic society. Second, the topic of the third book Difficult Roads to Democracy deals only with democracy and especially with the problems to develop a democratic system out of an authoritarian regime. Third the democratic and equal atmosphere during seminars and activities and the democratic process of decision making during the project was valued by the participants and was a good example and learning process for democracy in practice.
  • The project created a group of authors and experts with unique skills for Russia. These skills were transferred during the teacher training seminars by the stable and active network of history teachers associations and history educators in Russia. The authors and experts of the projects are involved in different forms of teacher training, research, textbook writing etc. Around 500 schools use the project materials in their lessons and this number is still increasing. Additional materials, based on the books are being developed by experts and groups of teachers and teacher trainers in the regions. The participants of the training seminars valued the equality and the possibilities for communication with teachers, authors and foreigners highly. The new methods were not imposed on them. They only were presented good examples and they could themselves decide if and how to use them. The language skills of the project participants improved enormously. Their travels abroad influenced all participants. It was very important to see models and approaches for history education in other countries, to experience different systems of education and to understand different societies and cultures. It developed the independence of their characters. The world becomes bigger and ideas are deepened. The confrontation with Western Europe is also important for the Russians. The West has an almost mythical status and is perceived as a monolithic bloc. To discover the diversity of the West and to see the problems there is important for the perceptions of a history educator. Also the status of a teacher involved in international activities increases.
  • One of the main principles of the project was cooperation. Cooperation always occurred on a level of equality, based on mutual communication, arguments and agreements. Cooperation developed in many different dimensions: between Russian and western Europeans, between authors, between authors and experts, between different regions in Russia, between teachers and historians, between teachers themselves, between the History teachers associations and the authorities, between the Russian history teachers Associations and the European EuroClio network of history teachers associations, between the Baltic project and the Russian project, etc. This cooperation is essential to form a group of people with congruent ideas, big and powerful enough to initiate and execute real change and innovation.
  • In Moscow and St. Petersburg new Associations of History Teachers founded during the project and as a result of it. The History Teachers Association of Moscow is the biggest and has more than 100 members. Relations were established with the History Teachers Associations of Archangelsk and Chabarovsk which were founded independently. New attempts to found History Teachers Associations are undertaken in Novgorod, Pskov and Tomsk. They failed till now due to bureaucratic reasons. This does not restrict the teachers in these regions to meet and work in an unofficial organisation. In many other places in Russia small groups of history teachers started their own activities and initiatives, sometimes in cooperation with local educational authorities or teacher training institutes. The means of communication provided by the project were used for aims of the History Teachers Associations too. Participation in each others activities was also supported if possible by the project. The History Teachers Association of Moscow performs as a coordination centre for activities of history teachers in Russia. A website for history teachers in Russia is under development. The skills the project participants developed during the project such as organising and managing skills, financial skills, diplomatic skills, teaching skills and writing skills are of big use of the History Teachers Associations to develop themselves into active and professional organisations. Team members are invited by publishers, teacher training institutes etc. to apply their skills and experience. They are generally valued as experts.

Publications

Available online in Russian

The Last Decade, 1945-1955

Illusions and Disappointments, 1960-1970

Difficult Path to Democracy, 1945-2000

Methodical Guide to History Education in Russia

 

Supported by

MATRA Programme

 

Additional donors:

Kultur Kontakt Vienna

Arena Print

Körber Foundation

ABN/AMRO

Soros Open Society Foundation

British Council in Moscow

Historical Association in York

Cross, special centre for cooperation with Central and Eastern Europe financed by the Dutch Ministry of Education, Science and Culture

 

Partners

Administrative Organisations:

Ministry of Education of Russian Federation,

Moscow Committee of Education,

Ministry of Education and Youth of Karelia,

Ministry of Education of Udmurtia,

Department of Education of Arkhangelsk region Administration,

Department of Education of Chelyabinsk region Administration,

Department of Education of Ivanovo region Administration,

Department of Education of Novgorod region Administration,

Committee of Education of Petrozavodsk region Administration,

Department of Education of Pskov region Administration,

Department of Education of Tomsk region Administration,

Department of Education of Vologda region Administration.

 

Pedagogical and research institutes:

Moscow Institute for Development of Educational Systems (MIROS),

Faculty of History of Pomorsky State Lomonosov University (Arkhangelsk),

Institute of Pedagogical Education of Novgorod State University,

Novgorod Regional Center for Development of Education,

Center of Education and Innovations of Petrozavodsk State University,

Faculty of History of Vologda State University.

 

Teachers’ associations:

Moscow History teachers’ Association,

History teachers’ Association of Archangelsk region,

Teachers’ Association “Rezonance”, Novgorod,

St.-Petersburg History teachers’ Association,

Khabarovsk History teachers’ Association.

 

Teacher-training organisations:

Russian teacher-training Academy,

Chelyabinsk Regional teacher-training Institute,

Novgorod Regional teacher training Institute,

Ivanovo teacher-training Institute,

Izhevsk teacher-training Institute,

Karelian Republican teacher-training Institute,

Kostroma teacher-training Institute,

Novgorod teacher-training Institute,

Pskov Regional teacher-training Institute,

St.-Petersburg University of Pedagogical Art,

Tomsk regional teacher-training Institute,

Vologda Institute for Development of Education.

Contributors

Authors: Boytsov, Michail A., Katsva, Leonid A., Khromova Irina S., Korotkova, Marina V., Kushnereva, Yulia V., Saplina, Elena V., Sorokin, Vladislav S., Tchernikova, Tatiana V., Ukolova, Irina E.

 

Russian experts: Antoshchenko, Alexander V., Bitiukov, Konstantin, Kushnir, Sergey A., Mitroshina, Galina L., Viazemsky, Eugeniy E., Erokhina, Marina S., Goldenberg, Mikhail, Mitroshina, Galina.

 

International experts:

Bluhme Larsen, Lars (Denmark)

Mckellar, Ian Blair (United Kingdom)

Donnermair, Christa (Austria)

Donk, Ronald Roy (The Netherlands)

 

Russian Coordinators: Eidelman, Tamara N., Shevyrev, Alexander P.

 

Language Course and Translation: Sventsitskaya, Olga M., Sventsitsky, Dmitry V., Sventsitsky, Ivan.

 

Secretarial Staff: Shapiro, Anna, Shevyreva, Julia.

 

History Teachers Moscow: Abalov, Alexander., Akopova, Natalya., Beznossov, Alexander., Veretchagin, Dmitry., Gavrilenko, Taissia., Ganelina, Marina., Grodskaya, Elena., Dinershtein, Elena., Dokina, Alla., Koval, Tatiana., Kozlov, Andrey., Kuznetsova, Tatiana., Martemyanova, Tatiana., Mosicheva, Tatiana., Prohorov, Andrey., Romanova, Anna., Rumianzev Vladimir., Sergienkova, Elena., Semshova, Galina., Hlystova, Natalya., Shamkina, Larissa., Veretchagin, Dmitry.

 

History Teachers North West Region: Arkhipova, Svetlana., Arsenyeva, Tatiana., Grigoryevskaya, Natalya., Kolybin, Vladimir., Smirnova, Vera., Kozlova, Galina., Smirnova, Elena., Morozov, Alexander., Shavilova, Liubov.

 

Kultur Kontakt:

Kowar, Mr. Mag. Gerhard

Pratschner, Ms. Mag. Erika

 

Centre Marc Bloch:

Scherrer,  Prof. Dr. Jutta.

Project Managers

Joke van der Leeuw-Roord, EuroClio Executive Director

Hélène Budé-Janssens, former EuroClio Project Manager

Huibert Crijns, former EuroClio Project Manager

New Ways to the Past

The project will focus on the development of a teacher guide offering examples for a wide variety of approaches to history teaching, its dissemination and its implemen­ta­tion by in-service train­ing and History Teachers Associations. Every history teacher in Estonia and Latvia will receive a copy of the teacher guide.

The new stan­dards for history education in Estonia and Latvia require alternative approaches for history education. In these standards a wide range on content-based criteria are merged with modern approaches. During the project, the participants can find out by experience how far it is possible to work with these new guidelines. As a result the standards will be evaluated.

The project will develop practical examples of ways of teach­ing, using historical topics, which merge with the tradi­tional cur­ricu­lum.

The project will also focus on the integration of minority teachers of history into the History Teachers Associations and their network.

Project Aims

  • To select appropriate aims and objectives from the national standards so that they become achievable within the constraints of the hours available for teaching, and in respect of class size, age and ability.
  • To develop history education through producing guidance on ways of teaching two different topics. The approaches will blend traditional methods of convey­ing knowledge about the past with new approaches to history teaching which are designed to promote democratic values and critical thinking.
  • To develop a range of assessment techniques for different approaches used in the materials and guidance.
  • To produce materials which enable teachers to promote democra­tic practices, human rights and the rule of law.
  • To share good practice in history teaching and to co-oper­ate and exchange ideas with an open mind.
  • To strengthen Associations of History Teachers in the relevant countries.
  • To support the love of learning history through a multicultural, multi-perspec­tive approach and open horizons to museums and field study activities.

Results

  • Teacher’s guide.
  • In-service training courses.
  • The Methodological Centre for Latvian History Teachers Association has been founded.
  • Working experience.
  • Ability to write books.
  • Ability to organise the seminars and presentations.
  • Ability to use office equipment and ICT.
  • Ability to draw in resources and organise new projects.
  • International cooperation, contacts.

Publications

New Ways to the Past

Available online in Estonian, Latvian, and Russian

Supported by

MATRA Programme

 

Minister of Education of Estonia

Open Fund Latvia

University of Oslo

Inspection of York

Historical Association

Council of Europe

Riga School Board

Liepaja School Board

Partners

Latvian History Teachers' Association

 

Estonian History Teachers’ Association

Project Managers

Joke van der Leeuw-Roord, EuroClio Executive Director

Huijbert Crijns,  former EuroClio Project Manager

Contributors

Coordinators Estonia:

Mare Oja, Reet Kandima.

 

Coordinators Latvia:

Aija Klavina, Dzintra Liepina.

 

Coordinators Russia:

Alexander Shevyrev, Tamara Eidelmann.

 

International experts:

Rosemary Rees, Sue Bennett, Ronald Donk, Ian McKellar, Harald Frode Skramm, Sirkka Ahonen.

 

Authors:

Juris Freibergs, Jolanta Klisane, Elvira Vilume, Sarmite Goldmane, Jelena Rjazanceva, Ligita Straube, Ülle Kõiv, Heli Aiaots, Eda Maripuu, Ivo Maripuu, Mart Kand, Eero Medijainen.