"In view of increasing European disenchantment and increasing nationalism in the political and social discourse, it is precisely the schools that are required to anchor the achievements, values and opportunities of the EU more firmly in the consciousness of the pupils. This Europeanization, which in our view is necessary, can only succeed if we counter this renationalisation in the classroom too. Work on a common collective memory should therefore form the basis of a stronger and more sustainable identification with Europe.National Curriculums and teaching materials, however, continue to often rely on national collective memory instead of forcing a much more European interpretation. This becomes clear, e.g. in the subject of history, the reference to non-historical historical events only partially integrated into the national understanding of history. The same applies in the area of first language teaching, which rarely takes into account the literatures of other nations or refers to other languages in the field of language analysis, though it could be enlightening.The project works on how a European dimensioning of the curriculum and content can be implemented. Intercultural learning should not remain a marginal aspect here, but rather take place in the individual subjects. The project work focuses primarily on the topics of literature, history, philosophy / ethics, music, fine arts, social studies and history, because these humanities or arts-oriented subjects contribute most to the collective identity formation. But the project also gives attention to the contributions of national natural sciences to the development of Europe.Knowledge about the European Community and its structures also helps students to realize the benefits of European integration. However, this knowledge does not help if Europe's current problems are left out. The project focuses on the EU as a community of peace and values the connecting elements between our nations, but it does not want to leave out differences (EU skepticism, national stereotypes).In all these areas, therefore, the project identifies the national contribution to the common heritage and examines its importance between globalization, Europeanization, renationalisation or hybridisation.Our objective is the student-centered, action-oriented and production-oriented development of the European cultural heritage in order to raise the students' sense of a common social identity . In concrete terms, this means that we present the different aspects of European cultural identity on material (buildings, paintings, books), immaterial (fairy tales, oral traditions) and digital levels in boxes, to which each country and every subject delivers its own contribution. In this way, in every box (music, literature, folk tales, politics, biology, pedagogy, etc.) an intercultural dialogue about commonalities and differences arises. Each individual box depicts a Europe that is ""united in diversity"" on the different levels.The stated objective makes it necessary to work internationally, as the second priority, Promoting Internationalization, aims at overcoming national perspectives on cultural heritage. Such an overcoming exists e.g. when the students prepare texts that belong to the canon of national literature history for the SuS from other countries: translate, play, summarize. The result is a new canon of European literary history that can be understood, experienced, read in the appropriate box.The same applies to the fields of art, architecture, music, fashion, history, biology, medicine, film, philosophy etc.The third priority chosen, Open Education in the Digital Age, was chosen because some products are based on digital media anyway, but more important was the idea of having the contents of individual boxes, which should be deliberately haptic in character, and represent in their entirety the European cultural heritage, also digitized, so that a virtual museum / cultural memory emerges, which can also be visited by others and continuously increased beyond the project duration (Digital Museum of Culture).The project starts with an overview of the national cultural heritage. To this end, the individual learning groups, select the topic they want to work on from the fields mentioned above .The choice of subjects is followed by a survey on the 10 books, films, songs, etc., which are representative of their own culture and which one should necessarily know abroad. After the evaluation of the survey results, the concrete work on the topics follows. The task of each learning group is the research on the chosen topic and the preparation of a varied presentation of the results. In order to fill the box, which contains the respective topic, the learning group should proceed in a division of labor in order to create a multitude of products with the help of various media. Power point presentations, card games, quartets, music recordings, posters and many more are possible."