presentation steven stegers - medeanet webinar: media resources in the classroom. historiana and...

Historiana

“It is such a big project, you would not expect someone to dare to start it”

Timo Vosse, a trainee who worked on Historiana

Historiana Webinar20 February 2014

Steven Stegers, Deputy Director EUROCLIO

Why Historiana?

The national mirror of pride and pain

The need for a balanced approach to history

COUNCIL OF EUROPE COMMITTEE OF MINISTERS

Recommendation Rec(2001)15of the Committee of Ministers to member states

on history teaching in twenty-first-century Europe

(Adopted by the Committee of Ministers on 31 October 2001 at the 771st meeting of the

Ministers’ Deputies)

Why Historiana?

The need for multiperspectivity

A European Textbook?

EUROCLIO

Council of Europe

PRIME (Israel/Palestine)

France/Germany

CDRSEE – Joint History Project

Bosnia/Croatia/Serbia

Estonia/Latvia

Why Historiana?

Why Historiana?

But: Very little subject specific tools

Why Historiana?

2008The idea arose to develop an online alternative to the idea of a European textbook offering

“a framework of windows for educational purposes…without losing a plurality of perspectives

and intra- and inter-state diversity”.

Maria Grever Joke van der Leeuw-Roord Richard Hermans

Supported by the Netherlands Ministry of Education, Culture and Science

2009The development of the first version of the Historiana website started within the Exploring European History and Heritage Project.

Editing Team Community of Contributors (from more

than 20 different countries)

EUROCLIO Staff and Trainees

Supported by the Lifelong Learning Programme of the European Commission and the Anna Lindh Foundation

2009-2013A community of contributors and editors from more than 30 countries works on the development, testing and implementation of resources for Historiana.

Supported by EUROCLIO staff and trainees. (always less then 1.0 fte)

2012The first version of the Historiana website is launched.

Thematic Approach

Historiana is organised around 7 themes

• People on the Move • Rights and Responsibilities• Conflict and Cooperation • Work and Technology• Life and Leisure• Ideas and Ideologies• The Environment

The thematic approach makes it easier for to students from all backgrounds and bridge local-, regional-, European and international histories.

Case Studies

Every case study is structured around a similar set of key questions that stimulate comparison.

Source Collections

The sources on Historiana are selected for their usability for history and heritage education.

For example, sources can be used for in-depth analysis, to compare and contrast, or to illustrate a historical event, development, figure or site.

Timelines

Reactions to the first version of Historiana

Challenges:

• Language as a barrier• Content is difficult to link to curricula• Limited online learning opportunities

Recognition:

• MEDEA Special Prize for European Collaboration in the Creation of Educational Media (2012)

• World Aware Education Award by the North South Center of the Council of Europe (2011).

USE.

http://pro.europeana.eu/web/europeana-creative

2013 A new project started to stimulate the re-us of digital heritage in history education



Developing the Historiana Learning Section

Fully functional in July 2014

Learning Activities

• To develop, test and improve learning activities (for educators and students) that make use of sources from Europeana, are freely available and underwent a process of quality control, some of which make use of the developed apps.

Learning Activity (format)

Reactions of the worlds press on the assassination of Archduke Franz Ferdinand and his wife Duchess Sophie

Brixener Chronik, Austiran National Library

The New York Herald

La Domenica del Corriere

Example Learning Activity (1) Comparing Newspaper Coverage

Example Learning Activity (2)Different Experiences of Soldiers in WW1

Example Learning Activity (3)Assessing sources related to fighting in Ypres

Historiana Apps

• To develop, test and improve tools(for educators) that can be used to create online learning activities (for students) that promote historical thinking, and are tailored for use in history education setting and encourage interaction between students.

Women contributing to the war

Women, Factory, First Worl

Women Factory First W

© IWM (Q 30023)

Here you see a busy factory floor at the National Filling Factory (Chilwell, England) during the First World War. Look what the people in the picture are doing. What does this picture tell you about the different roles at the factory? Select the clues in the picture that enable you to see how they differ and explain what you see.


© IWM (Q 30023)

Men Standing

Wearing Uniforms

Heavy work

Woman driver

© IWM (Q 30023)

Select, Select and Enrich

• The project selects and enriches a subset of sources (around a key historical moment, theme or development) that are all:

– Historically relevant– Of sufficient quality, – Contextualised, and – Allowed to be used in education

EventsMurder of Franz Ferdinand Flames of LeuvenSinking of the Lusitania Kiel Mutiny Bolsheviks Seize Power Signing the Treaty of Versailles

PeopleGeneralsNationalists Poets and Novelists Political Leaders RevolutionariesRulers Soldiers Spies Women

Browse Search ==LocationsAfrica and Asia Eastern Front Mediterranean and South East Europe Western Front

TypeCartoons Letter and Diaries Maps Monuments Newspapers NewsreelsPhotographs Posters Postcards Satirical Maps

HighlightsFeaturedStarredMy sources

Postcard, Letter, Diaries, Photographs (private collections)

http://europeana1914-1918.eu

http://europeana1914-1918.eu/

http://europeana1914-1918.eu/

http://euscreen.eu/

Newsreels, Documentaries, Testimonies (Audiovisual Archives)

http://euscreen.eu/

http://euscreen.eu/

http://www.europeana-newspapers.eu/

Newspapers (Headings, Illustrations, Choice of Wording)



http://www.loc.gov/pictures/collection/wwipos/

Posters (Recruitment, War Bonds, Propaganda)



http://www.iwm.org.uk/collections/search

Photographs (Official Artist), Art (Paintings, Drawings), Historical Artifacts



Other Features

The spread of revolutionary uprisings in 1848The spread of revolutionary uprisings in 1848

The spread of revolutionary uprisings in 1848

13-17 February. Political unrest in Palermo spreads across the Island of Sicily


17-29 February, the unrest spreads to the mainland of the Kingdom of the Two Sicilies, including Naples


22-24 February. After 3 days of street fighting in Paris King Louis Philippe abdicates


Revolution quickly spreads to other large French cities such as Lyons and Lille.

The revolution then spreads across the rest of France.



29 February. Street protests in Mannheim and Karlsruhe in the state of Baden


March. Uprising against their Prussian overlords starts in Koln and spreads across the Rhineland.


6-18 March: street fighting in Berlin


13 March: after several days of street demonstrations in Vienna by students and workers, Archduke Ludwig tells Chancellor Metternich to resign. A reformist government is formed.


11-15 March: street demonstrations in Prague calling for political and social reforms.


11-15 March: street demonstrations in Budapest for political reforms


12-15 March: Riots in Stockholm lead to 30 people being killed by police and army.


16-22 March: uprisings against Austrian rule in Milan and Venice spread across Lombardy and Venetia

After an uprising in 1846 Krakow was annexed by Austria. A second Polish uprising began on March 15


18 March: an uprising broke out amongst Poles living in Lvov.


https://www.facebook.com/groups/EUROCLIO

EUROCLIO Facebook Group



presentation steven stegers - medeanet webinar: media resources in the classroom. historiana and...

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