Teaching History

Introduzione Nel percorso storico insegnato a scuola e nella sua trasposizione da manua-le, il popolo ebraico viene menzionato a più riprese, ma sempre in maniera occasionale e senza una reale prospettiva storica. In realtà gli ebrei attraversano la storia generale mondiale con continui-tà: proprio la dimensione a-territoriale di questo popolo, evidenziata dalla diaspora, ma già presente fin dal periodo antico (quello grosso modo cor-rispondente alle vicende bibliche), fa sì che essi nel corso dei secoli attra-versino la storia di altri popoli incrociando momenti-chiave della storia mondiale. Una ricostruzione storica solida e coerente potrebbe contribuire a legge-re alcune caratteristiche che connotano il popolo ebraico: gli intrecci tra identità etnica, religiosa, geografica, culturale, per esempio, ne fanno un interessante modello per analizzare il concetto di popolo e quello di na-zione. Inoltre, si tratta di un popolo in movimento: le vicende degli ebrei dall'epoca antica a quella contemporanea si prestano a leggere la storia degli uomini come una storia di mobilità e di cammino. Proporre un repertorio sulla storia generale degli ebrei dalle origini al ven-tesimo secolo ha una doppia motivazione: da un lato viene incontro a una esigenza didattica riconosciuta, legata al processo di trasposizione. Il do-cente, infatti, nel momento in cui si trova a selezionare, didattizzare e li-nearizzare i contenuti storici nella sua progettazione, deve avvicinarsi al sapere sapiente, dominarlo e interpretarlo e, quindi, trasformarlo in sapere da insegnare per i suoi studenti senza incorrere in eccessive banalizzazioni e semplificazioni. Repertori ragionati già pronti possono facilitare tale opera-zione complessa e non banale, consentendo nello stesso tempo di accedere

A Revista do Lhiste pretende-se um espaço para a comunicação de pesquisas e reflexões sobre a prática docente, os processos de aprendizagem, a construção de currículos em história, a formação de professores, a memória e a educação patrimonial e o ensino de história e a interdisciplinaridade, entre outros temas caros ao campo. Também visa à divulgação e registro de novas estratégias, metodologias e objetos, formando um banco de dados especializado em boas práticas pedagógicas de professores em formação inicial, nos estágios e no PIBID/História, assim como de professores da educação básica.

This paper encourages the reader to think about the role history, or foundations, plays in educating graduate students in higher education programs.  In so doing it looks at the types of conversations scholars in other fields and disciplines have had concerning the value of teaching students to think historically in settings where history is not the primary mode of scholarship, before thinking critically about the conversation we have had as it concerns higher education graduate programs.

This article deals with the Ukrainian-Russian encounters in the field of school history education in 1990s-2010s. The theme investigates the context of the state-and nation-building processes in both countries. Three major topics are considered: history education and textbooks as a tool of civic education and citizenship building, the problem of unification and homogenization of the representations of the past in the light of citizen education, the attempts of Russia to promote a common vision of the past with neighbors, and Ukrainian responses. The major theme ends with the highlights from the most recent developments in the field of school history curriculum and textbooks in both countries in the context of the Russian-Ukrainian conflict and war of 2014-2021.

Förord till Sebastian Conrad, "Globalhistoria: En introduktion" (Lund: Studentlitteratur, 2015)

Globalhistoria har på senare år blivit en av historievetenskapens viktigaste grenar. I dagens globaliserade värld låter sig historien inte längre lika självklart som förr begränsas till behandlingen av enskilda länders historia. I stället har intresset för gränsöverskridande processer och globala sammanflätningar ökat kraftigt.

Men hur skriver man globalhistoria och vad omfattar ämnet? Handlar det om hela vår planets historia? Om den mänskliga artens? Om ”Big History”, tiden sedan the big bang? Eller handlar det snarare om ett visst perspektiv som kan anläggas även i en undersökning av en liten bys historia? Vilka frågor kan bäst besvaras utifrån ett globalt perspektiv och vilka samband hamnar då i förgrunden?

Sebastian Conrad, en av Tysklands mest välkända globalhistoriker, ger i den här boken en åskådlig introduktion till forskningsfältet med hjälp av konkreta exempel och presenterar centrala frågor och teorier samt viktiga teman och motsättningar. Han visar samtidigt att globala synsätt inte är något radikalt nytt – och inte heller något som har uppnåtts enbart tack vare västerländska tänkare.

Bokens svenska förord är skrivet av Johan Östling.

Cierre de edición el 01 de Setiembre del 2021] Las minorías socio-religiosas hispanas en los manuales escolares de enseñanzas medias en España (1970-2018) 1 Hispanic Socio-Religious Minorities in Secondary School Textbooks in Spain (1970-2018) 2 As minorias sócio-religiosas hispânicas nos manuais escolares do ensino fundamental em Espanha (1970-2018) 3

Tom French believes that China, Japan and South Korea are locked into a spiral of mutual suspicion, insecurity and even hate. So what should they do about it? He believes it’s time to jettison the hyper-nationalism and pursue mechanisms that lift the three countries beyond their troubled pasts.

Proposta e material didático produzido no Projeto "Kits Didáticos: Uso de Documentos no Ensino", por pesquisadores e professores do LEMAD (Laboratório de Ensino e Material Didático - História USP).

Para outros materiais, ver: http://lemad.fflch.usp.br/kits-didaticos

Ce cours-séminaire a pour objectif de familiariser les étudiant-e-s avec les principaux thèmes, problèmes et enjeux de l'histoire de mondialisation. Il examinera plus précisément les acteurs, les formes et l'évolution des contacts et des interconnexions entre les pays et les régions du monde, sans oublier les phases de crises et de rétraction des échanges ainsi que les résistances que la mondialisation a suscité du XIXe siècle à nos jours. Des aspects-clés des interactions et des interdépendances globales tels que l'économie, l'expansion coloniale, les mobilités humaines, matérielles et biologiques, mais aussi l'environnement, l'éducation et le sport seront particulièrement approfondis. Le cours montrera que la mondialisation, loin d'être un processus neutre et inéluctable, est un phénomène socialement, politiquement et culturellement construit, outre qu'intimement liée à des enjeux géostratégiques et idéologiques historiquement situés.

 Aktualijos  Spausdinti  Dalintis Facebook LEU Humanitarinio ugdymo fakultetas Pasaulio istorijos katedra Per pastaruosius kelis mėnesius žiniasklaidoje ne kartą buvo pagarsinta istoriko prof. Alfredo Bumblausko kritiška nuomonė apie istorijos mokymą Lietuvos mokyklose. Antai "Lietuvos žiniose" 2017 m. lapkričio 26 d. rašoma, kad, istoriko įsitikinimu, dabar mūsų mokyklose mokoma visai ne to, ko

In this article, we explore writing as a recurring and structured practice in the teaching of history. A teacher and her Grade 6 students were followed for 12 weeks’ teaching about the Vasa era. The material consists of field notes, transcribed voice recordings, teaching material, and samples of students’ writing. Drawing on the sociology of education, functional theories of writing, and concepts of historical thinking, the result shows that the teacher prioritized organizing information about the era while also, through writing based on images, creating opportunities for imagining, exploring and participating in content-related interaction. Social semiotic analysis highlights how the students employed different ways of taking notes explicitly modelled by the teacher. While the writing practices created some opportunities for learning about important events, understanding the historical significance of the Vasa era, and approaching a historical perspective, ethical dimensions and critical examination of evidence were de-emphasized. Implications for using writing in critical literacy practices of school history are discussed.

La pregunta acerca de la relevancia de la historia de la psicología fue revitalizada hacia 1970 por la historiografía crítica, en parte como consecuencia de la percepción por parte de los psicólogos del estado marginal del área histórica en la disciplina. En este marco comienzan a explicitarse las funciones que la historia de la psicología cumpliría en la formación del psicólogo y, más específicamente, las contribuciones del curso de historia de la psicología en tanto parte del currículo de grado. Con los fines de confeccionar un marco teórico para investigar el estado actual de la enseñanza de la historia de la psicología en Argentina, se esboza un relevamiento y análisis de ciertos argumentos que historiadores de la psicología han blandido para justificar la investigación, la producción y, especialmente, la enseñanza de la historia de la psicología en alumnos y graduados. Se detalla primero la perspectiva de Robert Watson, pionero en la institucionalización y organización del área histórica en la psicología norteamericana, sintetizando sus ideas acerca del lugar y aportes de la historia en el currículo. Se describen cuatro argumentos sobre el valor de la historia: la historia como fuente de ideas, innovaciones y programas de investigación; la historia como preventiva de juicios historiográficos erróneos, la historia como herramienta para la autoconciencia y la autodeterminación práctica, y finalmente, la historia como potenciadora del pensamiento crítico y del desapego doctrinario. Se concluye que la enseñanza de la historia es un elemento curricular crucial en la formación del psicólogo si se vehiculiza a través de técnicas y enfoques específicas.

ABSTRACT

The question regarding the relevance of the History of Psychology was revitalized around 1970 by the critical historiography of Psychology, partly as a consequence of the psychologists’ perception of the marginal status of Psychology’s historical area. It is inside this framework where the functions of the history of psychology in the training of the psychologists, and more specifically, the contributions of the history of psychology course to the undergraduate curriculum, began to be explicitly stated. With the purpose of preparing a theoretical framework to investigate the current state of the teaching of the History of Psychology in Argentina, a survey and analysis of certain arguments psychologists have brandished to justify the research, production and, especially, the teaching of the History of Psychology to undergraduate and graduate students, is sketched. The perspective of Robert Watson, a pioneer on the institutionalization and organization of the historical area in American psychology, is first detailed, summarizing his ideas about the place and contributions of history as a part of the curriculum. Four arguments about the importance of the history of psychology to grade training are then detailed: History as a source of ideas, innovations and research programs; history as preventive of erroneous historiographical judgments; history as a tool for self-awareness and self-determination, and finally, history as enhancing critical thinking and doctrinal disregard. It is concluded that the teaching of history is a crucial curricular element in psychologists’ training, if it’s conveyed through specific techniques and approaches.

PANTA REI. Digital Journal of History and History Teaching is an international peer-reviewed journal focused on History and Teaching History. Its main objective is the transmission of scientific knowledge by giving also an opportunity to young researchers who want to make their way in the study of human sciences.

CEPOAT (Centre of Studies of the Middle East and Late Antiquity of the University of Murcia) is the institution in charge of the coordination and management of this journal. The journal is co-edited together with the Servicio de Publicaciones of Universidad de Murcia through EDITUM. Once a year the call for papers will be launched for all the people interested in publishing their papers, always related to History, Teaching History and other sciences or disciplines related to it (Archaeology, Art History, etc.).

Este informe de investigación analiza la presencia de las mujeres en la enseñanza de la Historia en la educación media en Chile. Para ello se revisan dos textos escolares entregados por el Ministerio de Educación para la asignatura de Historia, Geografía y Ciencias Sociales. Su análisis muestra que las mujeres son representadas con fuertes perspectivas masculinas, ya que se usa la narración histórica tradicionalista y androcéntrica para visibilizarlas como sujetas tan competentes de participar y figurar como los hombres. Esto no cambia las relaciones de género ni los estereotipos respecto a la mujer.

This study aims to identify the self-efficacy beliefs and motivations of Turkish pre-service history teachers, with respect to "the teaching profession in general", as well as "the history teaching profession specifically". With a descriptive aim, is the study will be based survey research. The research uses an explanatory mixed method research design based on both quantitative and qualitative approaches. The participants of this study were 40 pre-service senior grade history teachers from two teacher training institutions in Turkey. The data were collected through a self-efficacy questionnaire form and interviews that were carried out during the spring semester of the 2015-2016 academic year. The results showed that the majority of the pre-service history teachers had generally high self-efficacy beliefs on both "generic teacher competencies" and "subject-specific competencies for history teachers" and high motivational perceptions. However, the participants' self-efficacy beliefs and motivation for the history teaching profession specifically were shown to be higher than their self-efficacy beliefs and motivation for the teaching profession in general. Furthermore, when the data were analyzed in terms of the relationship between self-efficacy beliefs and motivations, it was identified that there is a relationship between the two to a certain extent.

Este e-book apresenta projetos e ações desenvolvidos entre os anos de 2020 e 2021 no curso de História da UNIFAL-MG, e, em especial, pelo Programa de Extensão Laboratório de História Pública. Seus capítulos, em sua maioria, foram escritos em parceria por docentes e discentes do curso. Esses textos buscam oferecer tanto reflexões teóricas quanto relatos de experiências que possam inspirar o desenvolvimento de outros projetos de História Pública atrelados ao ensino de história e à formação docente. Essas reflexões estão marcadas, principalmente, pelos desafios práticos e teóricos impostos à produção e comunicação do conhecimento histórico pela pandemia de Covid-19 e pela presença cada vez mais impositiva das plataformas virtuais de informação e comunicação em nosso trabalho. As respostas que oferecemos a esses desafios se expressaram em ações e reflexões que buscaram nunca perder de vista o caráter colaborativo que a produção de conhecimento histórico precisa assumir.

Leidinys skirtas istorijos studijų programos studentams ir istorijos mokytojams. Jame pateiktos atmintinės (klausimynai) ir užduoties lapai, kuriuose pateikti konkrečiai šaltinio rūšiai tirti klausimai ir palikta vietos atsakymui parašyti. Klausimynai ir užduoties lapai skirti rašytiniams, vizualiniams, audiovizualiniams šaltiniaims ir kūriniams, taip pat artefaktams ir objektams analizuoti.

This article exposes the process of educational intervention in the teaching of the Mexican Revolution from the use of primary sources at the high school level. After applying and evaluating the different di-dactic strategies, it is analyzed how the use of primary sources in the teaching process motivates the development of historical thought, which implies the use of skills such as the interpretation of the past from practices typical of the historical discipline.

En este artículo se expone el proceso de intervención educativa en la enseñanza de la Revolución mexicana a partir del uso de fuentes primarias en nivel bachi-llerato. Después de aplicar y evaluar las distintas estrategias didácticas, se analiza de qué manera el uso de fuentes primarias en el proceso de enseñanza motiva el desarrollo del pensamiento histórico, el cual implica habilidades como la interpretación del pasado a partir de prácticas propias de la disciplina histórica.

Palabras clave Enseñanza, Fuentes primarias, Revolución mexicana, Pensamiento histórico.

Abstract:
This article analyzes how historical
knowledge is assessed in England and
Spain in the exams taken by students at
the end of Compulsory Secondary Education.
For this purpose, a sample of incidental
nature was collected with a total of
40 exams (20 for each country) and 400
questions. To analyze these documents,
a database was designed with different
categories: typology of questions; required
cognitive level; concepts of historical
thinking assessed. The quantitative data were exported to SPSS 19.0 with a view
to analyzing the frequencies, percentages
and the relationship between variables.
The results showed significant differences
between the two countries. While in
Spain memory-based knowledge of facts,
data and concepts continues to dominate,
in England, the methodological aspects of
historical evidence, source analysis, and
historical argumentation are even more
important.
Key words:
Historical knowledge; Historical Competencies;
Exams; Assessment; Secondary
Education.

La promoción del pensamiento crítico es un objetivo importante pero escurridizo en la enseñanza de la historia, las ciencias sociales y la educación ciudadana. A muchos docentes les cuesta traducir las definiciones generales de pensamiento crítico en herramientas pedagógicas específicas para planear sus clases y para evaluar el trabajo de sus estudiantes. A veces se confunde “enseñar contenidos críticos” y “enseñar a pensar críticamente.” En este artículo propongo cuatro herramientas para la indagación crítica en el ámbito social: Pensamiento problémico, escepticismo reflexivo, multiperspectividad y pensamiento sistémico. Para su definición retomo elementos de la literatura sobre el pensamiento crítico, la enseñanza de la historia, la educación moral y la pedagogía crítica. Describo lo que cada herramienta nos permite hacer, y cómo cada una de ellas articula la función epistémica de fomentar la comprensión con la función social de cultivar ciudadanos reflexivos, responsables, pluralistas y no-violentos.

Esta es una versión en español del artículo originalmente publicado en inglés.  Próximamente podrá descargar esta versión traducida.

This small article argues the case for a closer cooperation between universities and archives. In order to systematically include archival education and training into undergraduate and graduate history training, archives might be seen as laboratories, in other words: as experimental learning environments. Here expectations from different perspectives (students, archivists, and history teachers ... and maybe publishers) provide a research environment that really fosters an open, an imaginative and a fruitful historical research. As a first step all protagonists ought to learn more about different expectations, experiences, and academic standards involved.

El presente artículo, Música y cultura popular como recursos para el estudio de la tranisición a la democracia en el País Vasco, es una propuesta de unidad didáctica para bachillerato. Su objetivo es problematizar el conocimiento que el alumnado suele tener de este periodo histórico tan convulso e interesarles por su estudio a través de diferentes y novedosas fuentes de información (fanzines, música, etc.). Asimismo, el objetivo es plantear un relato inclusivo que huya de maniqueísmos utilizando un amplio elenco de recursos didácticos. La siguiente propuesta de unidad didáctica es una práctica de aula sugerente.

[Available for free download at link] Historical sources are a common feature of history classrooms, but the purpose of using them is not always clear, and as a result, instructional activities with sources may not be as effective or meaningful as they should be. This lack of clarity stems in part from the fact that there are four distinctly different reasons for using sources, and each carries its own implications for classroom practice. These purposes are 1) illustration and motivation; 2) evidence for historical inquiry; 3) visual or textual interpretation; 4) source analysis. By reflecting on how each of these purposes can play a role in the classroom, which kinds of sources are appropriate for each, and where they fit into an overall sequence of instruction, teachers can ensure that their use of sources deepens and extends students’ historical understanding.

Biblio details: (pp 113-138). 2010. Journal of Educational Media, Memory, and Society. No 1, Spring.
Abstract • School history atlases are used almost exclusively as required textbooks in Central and Eastern Europe, where the model of the ethnolinguistic nation-state rules supreme. My hypothesis is that these atlases are used in this region because a graphic presentation of the past makes it possible for students to grasp the idea of the presumably “natural” or “inescapable” overlapping of historical, linguistic, and demographic borders, the striving for which produced the present-day ethnolinguistic nation-states. Conversely, school history atlases provide a framework to indoctrinate the student with the beliefs that ethnolinguistic nationalism is the sole correct kind of nationalism, and that the neighboring polities have time and again unjustly denied the “true and natural” frontiers to the student’s nation-state.
Keywords • Central and Eastern Europe, ethnolinguistic nationalism, school history atlases

Riferirsi, orientarsi, identificarsi per poter cambiare e scegliere più liberamente e consapevolmente, raccordando passato, presente e futuro, sono esigenze che hanno sentito tutte le generazioni umane, ma che oggi sono amplificate da un’inedita accelerazione. In una società in continua e rapida evoluzione nella quale la persona ideale dovrebbe essere dotata contemporaneamente di consapevolezza e di fantasia, di identità e di flessibilità, è interesse dei ricercatori, degli studiosi, degli insegnanti e di tutti coloro che indagano correttamente e in modo scientifico la storia trovare percorsi educativi efficaci per l’apprendimento delle competenze e delle conoscenze e per le attività formative. Le riflessioni proposte nel volume si focalizzano su alcuni aspetti che si ritengono fondamentali nella conoscenza attuale della storia: il patrimonio, l’ambiente, le modalità di acquisizione del sapere disciplinare. Considerazioni che partono dalla constatazione dell’importanza di un insegnamento che porti stimoli, entusiasmo e conquista personale; poiché ogni approdo è tanto più efficace, duraturo e soddisfacente quanto maggiore è il coinvolgimento dello studente nel sentirsi erede e protagonista della storia.

Sommario: Conoscere, comprendere, sentire: l’emozione della storia- INDAGARE LA STORIA: premesse terminologiche ed epistemologiche - le fonti della storia - storia e patrimonio - APPRENDERE LA STORIA: l’uso delle fonti nella didattica della storia e del patrimonio - il racconto della storia e l’autobiografia - le mappe di comunità - i “quadri di civiltà” - la conoscenza storia per una cittadinanza attiva e responsabile - COMUNICARE LA STORIA: generi storiografici tra tradizione e innovazione - la storia, tra tradizione e innovazione - la storia che non c’è - la storia condivisa - quante storie questa storia – bibliografia - indice dei nomi. 


http://www.patroneditore.com/volumi/1820/la_storia.html

This paper reads Roger Simon’s concept of “transactional memory” in relationship to D.W. Winnicott’s theory of the “transitional space” to examine the emotional dimensions of making historical significance. Drawing on a personal memory ofarchival study with Simon, I suggest that his attention to the ethical qualities of remembrance at the same time offers a theoryof remembrance as a work of creative play that sets into motion the painful and hopeful process of working through the anguish ofloss.