History Teaching

This course begins with American involvement in the Second World War, the United States’ role in the global Cold War, and the domestic repercussions of these struggles. Students will learn about the great upheavals of the 1960s and 1970s, including the Civil Rights movement, opposition to the Vietnam War, women’s liberation, and Watergate. From the Reagan era to the present day, this course covers major political shifts, the impact of new technologies on popular culture, and the United States’ evolving place on the world stage. A term paper based on independent research is required to pass the course.

This course investigates the three distinct and dazzling civilizations that emerged in the wake of the Roman Empire's collapse. Looking at the European, Byzantine, and Islamic worlds from Antiquity to the beginning of the Renaissance, we will explore the religious, political, cultural, social, and intellectual changes occurring in each of these societies. We will discuss the rise of the Christian Church in Europe and Byzantium, the birth and rapid success of Islam in the Middle East, North Africa, and Spain, and the impact that such changes had on the behaviors and values of medieval people. At last, we will also investigate how the interactions and conflicts between these cultures shaped the perceptions that each had of its own place in the world. As we engage in such inquiry, we will build the skills that make us productive historians: close reading, thoughtful questioning, informed debate, and the organization of our thinking so as to make clear arguments.

Cet article examine l’histoire enseignée dans les écoles soudanaises durant les trois premiers quarts du XXe siècle. Englobant les ères coloniale et postcoloniale, l’analyse scrute l’évolution d’un certain nombre de variables (le statut de l’histoire comme matière scolaire, la formation des enseignants, les supports d’enseignement et d’apprentissage, les approches didactiques) pour identifier des continuités et des ruptures dans l’histoire scolaire soudanaise. L’appréhension de cet objet restreint sur le temps long permet de renouveler la périodisation classique, à dominante politique, du Soudan contemporain. L’étude montre en particulier qu’une rupture didactique majeure était à l’œuvre dans la décennie qui précéda l’indépendance du pays en 1956. La décolonisation politique n’induisit aucune transformation substantielle des textes et des pratiques, ce au moins jusqu’aux années 1970. Les manuels d’histoire de l’époque coloniale tardive (élaborés entre 1944 et 1956) bénéficièrent bien plutôt d’une étonnante longévité, dont l’article s’attache à élucider les raisons matérielles, financières et idéologiques.

Bu araştırmanın amacı Aksaray İlinde görev yapan sosyal bilgiler öğretmenlerinin ortaokul öğrencilerine Ermeni sorunu ile ilgili konuların öğretilme düzeyine ilişkin görüşlerini ortaya koymaktır. Araştırmada araştırmacı tarafından Talim ve Terbiye Kurulunun konuyla ilgili olarak belirlediği konuların  öğretilme düzeyini “hiç”, “biraz”, “genellikle” ve “tamamen” olmak üzere dört düzeyde ölçecek şekilde tasarlanmış soru formları kullanılmıştır. Araştırmanın evrenini Aksaray ilinde 2016-2017 öğretim yılında görev yapan sosyal bilgiler branşına sahip 218 yönetici ve öğretmen; örneklemini ise bu evrenden basit tesadüfi örneklem yoluyla seçilen 82 öğretmen oluşturmaktadır. 2017 yılının Ocak ayında toplanan veriler SPSS programıyla analiz edilmiştir. Araştırma sonucunda Aksaray ilinde görev yapan sosyal bilgiler öğretmenlerinin söz konusu kararda yer alan amaçlardan en yüksek düzeyde ulaşıldığını düşündükleri sırasıyla  “Doğu Anadolu Müdafaa-i Hukuk Cemiyeti’nin amacını açıklama”, “Erzurum Kongresi ve önemini kavrayabilme” ve  “Mondros Ateşkes Antlaşması’nın 7. ve 24. maddelerinin uygulanışının asıl amacını açıklama” olurken en düşük düzeyde ulaşıldığını düşündükleri ise “Ermeni Komitacıların çıkardığı olayları (Bitlis, Zeytun olayları, Van isyanı) kavrayabilme”, “Ermeni komitalarının ortaya çıkışı ve Ermeni eylemlerini kavrayabilme” ve  “1877-1878 Osmanlı-Rus savaşı sonunda ortaya çıkarılan Ermeni meselesini kavrayabilme” olmuştur. Sosyal bilgiler öğretmenleri Ermeni sorunu ile ilgili konuların daha yüksek düzeyde öğretilememesinin nedenlerini de “öğretim programı ve ders kitaplarında yeterli bilginin olmaması”,  “süre yetersizliği”, “materyal eksikliği” ve “öğrencilerin ilgi ve hazır bulunuşluk düzeylerinin düşüklüğü” şeklinde sıralamaktadırlar.

In this research, which aims to expose the activities of the Council of Europe about teaching history, the understanding of teaching history and the activities carried out in line with this understanding, the method of “general survey model” and “document analysis” has been utilized. The Council of Europe aims to create a European identity shared through education in general and to provide a cultural integration in parallel with the economic integration that the European Union focuses on. While the council is trying to spread European identity across the continent, it is also trying to continuously change and transform this identity in line with universal values. For this purpose, it attaches great importance to education activities and to history education in general. The Council of Europe generally approaches history education as an effective means of educating effective and democratic citizens and in particular addressing Europe's problems. The Council of Europe is trying to improve and improve the history teaching systems of the member states by implementing multilateral projects and publishing recommendations on the teaching of history. Today, the Council of Europe continues to carry out extensive activities to make history a means of building bridges between Europe's culture of reconciliation and tolerance, democratic attitudes and behaviour, and different cultures and civilizations.

Working with sources in secondary school history education has become a common
practice over the last few decades. However, researchers have concluded that teaching practices
relating to the educational use of sources cause difficulties. Teachers often only examine sources
for/in relation to their content, and tend to ignore author and context information in the analysis of
the source. This paper reports on an empirical study focusing on how primary sources are dealt with
in Flemish secondary school history education, in which the standards only make general reference
to the use of sources. It focuses on whether primary sources are used to prompt reasoning with and/or
about sources, and includes an examination of both the kind of primary sources that are used, and
the provided source and context information. 88 classroom history lessons in the three stages of
secondary education, involving 51 teachers, were observed and analyzed. Analysis shows that
primary sources play an important part in the lessons. Overall, 21% of all primary sources were used
for illustration, 55% to reason with sources and thus to foster students’ substantive knowledge, and
24% to reason about and thus foster students’ strategic knowledge. Important differences and
similarities regarding the educational use of primary sources between the three stages of secondary
education are also found, and further explained and discussed.

SPARTA: L'ORDINE IMMUTABILE. Fra le molte poleis del mondo greco, due città spiccano come casi particolari: Sparta e Atene. Ma esse, al termine di una evoluzione secolare (VIII-V secolo), finiscono per incarnare modelli di polis del tutto opposti, tanto sul piano delle forme politiche che su quello sociale e culturale. Nel V secolo Sparta e Atene saranno i due poli della politica greca, cui gli altri Greci si rivolgeranno come punti di riferimento politici, culturali e ideali: due poli destinati poi a scontrarsi, con i rispettivi alleati, in una 'guerra civile' dei Greci di durata quasi trentennale (la 'guerra del Peloponneso: 431-404 a.C.). Nel V secolo, e poi nel IV secolo e ancora in seguito, pensatori e filosofi vedranno Sparta e Atene come due diversi modi di concepire il rapporto fra individuo, società e Stato: le simpatie di molti pensatori greci, e spesso proprio ateniesi, andranno a Sparta, al suo ordinamento (gli Spartani parlavano di kosmos, 'ordine'), al suo regime apparentemente immutabile dall'VIII al IV secolo, visto come ideale di stabilità, compattezza, sacrificio dell'individuo per il bene collettivo. Ma sarà Atene a proporre, con la sua tormentata e insieme vitale evoluzione politica, in realtà, le novità più decisive-ancor oggi attuali-nella storia del pensiero e della politica.

IRAHSSE (International Research Association for History and Social Sciences Education), and the HISTOREIN journal, organize an International Conference in Athens in June 2019. It will be about 'Historical Culture in and out of Historical Education'
http://irahsse.org/wp-content/uploads/2017/09/Athens-2019-Call-Appel.pdf

Özet: Türkiye'de tarih ilmi ve tarihçiliğin gelişmesine Rusya Türkleri büyük katkı sağlamışlardır ki bu isimlerden biri de Akdes Nimet Kurat'tır. 1903 yılında Tataristan'da doğan Kurat, 1922'de Türkiye'ye gelerek, Fuad Köprülü'nün yanında tarihle ilgili ilk çalışmalarına başlamıştır. Araştırmalarda bulunmak üzere pek çok kez yurtdışına çıkmış, gittiği ülkelerdeki dili öğrendiği gibi oralarda Türk tarihi ile ilgili olan kaynakları da incelemiştir. Türk lehçelerinin yanı sıra 9 dil bilen Kurat, 23 kitap ve 79 bilimsel makale olmak üzere pek çok eser kaleme almıştır. Türk tarihine bir bütün olarak bakan Kurat, çalışmalarını da bu doğrultuda sürdürmüştür. Ayrıca doğup büyüdüğü ortamın etkisi de Kurat'ın tarihçiliğini şekillendirmiştir. Kurat, tarih araştırmalarında kaynaklar üzerinde önemle durmuş, çalışmaların kaynak ve orijinal vesikalardan yararlanılarak ilmi metotlar çerçevesinde yapılması gerektiğini belirtmiştir. Ezberci tarih öğretimine karşı çıkan Kurat, akademik tarih öğretiminin nasıl olması gerektiğinden de bahsetmiştir. Sadece çalışmaları ile değil aynı zamanda " hoca " kimliği ile de dikkati çeken Kurat, Türk tarihçiliğine bugün de hizmet eden pek çok akademisyenin yetişmesine katkı sağlamıştır. Bu çalışmada Akdes Nimet Kurat'ın hayatı, akademik faaliyetleri, Türk tarihi, tarihçilik ve tarih öğretimi ile ilgili görüşleri, tarih anlayışı hakkında bilgi verilerek bazı değerlendirme ve önerilerde bulunulmuştur. Abstract: Russian Turks contributed a lot to development of history and historiography in Turkey. Akdes Nimet Kurat is one of those Russian Turks. Kurat, who was born in Tartary in 1903, came to Turkey in 1922 and began his initial studies in history under supervision of Fuad Koprulu. He traveled abroad many times to make investigations, and he studied sources related with Turkish history by learning language of the host country as well. Kurat, who was able to speak 9 foreign languages besides Turkish dialects, did many studies, including 23 books and 79 of those are scientific articles. Kurat, who perceived Turkish history as a whole, continued his works in this direction. Additionally effect of the environment where he was born shaped his historiography. Kurat stressed greatly on importance of sources at historical studies. In this case; he stated that historical studies must be conducted in the framework of scientific methods by using original documents and sources. concerning history education, Kurat was opposite to learn by memorizing and he explained how academic history history education should be. Kurat, who takes the attention not only due to his

La siguiente investigación pretende analizar en qué medida los recursos educativos, en este caso los libros de texto, contribuyen a la alfabetización visual del alumnado de Educación Primaria en Ciencias Sociales. Este tipo de alfabetización es un aspecto fundamental en cualquier etapa educativa tal y como ha venido confirmando la investigación hasta fechas muy recientes. Para ello se han seleccionado los manuales más utilizados en un determinado espacio geográfico desde 2006 y se han analizado siguiendo un método de investigación que combina procedimientos cuantitativos (ex post-facto) y cualitativos (análisis mediante categorías conceptuales) aplicándolos sobre las actividades relacionadas a imágenes figurativas de las unidades de Historia. La muestra está compuesta por 29 libros de texto de Conocimiento del Medio y Ciencias Sociales sujetos a las dos últimas reformas educativas aplicadas en España. El estudio realizado ha dado lugar a una base de datos compuesta por 2604 entradas, de las cuales 1068 corresponden a las actividades analizadas (basadas en 438 imágenes) y 1536 a las imágenes que pese a estar incluidas en los manuales no son utilizadas por ninguna de sus actividades. Los resultados demuestran que se mantiene un uso decorativo de la imagen en estos materiales de enseñanza y que existe una excesiva presencia de actividades descriptivas que no profundizan en las fuentes históricas presentadas por los libros. Todo ello redunda en adoptar posturas acríticas hacia los mensajes visuales por parte del alumnado y perjudica sus competencias comunicativas en el tratamiento de información gráfica. Junto con ello, se limitan las capacidades que este tipo de recursos pueden presentar para el desarrollo de habilidades cognitivas complejas vinculadas al pensamiento histórico de los estudiantes.

Different studies have shown that national groups construct a positive social identity through the appropriation of heroic narratives about the national past. Within this framework, this research studied the narratives of Argentine university students (n = 27), without specific training in history about a historical process in which their national state carried out morally questionable actions. Specifically, we analysed their narratives on the ‘Conquest of the Desert’, a military campaign carried out in the late nineteenth century which entailed the genocide of the indigenous peoples who inhabited most of what is today Argentina. Through semi-structured interviews, it was revealed that although the grammar of the participants’ narratives is generally poor, it is possible to identify in them two clashing groups as agents of that historical process. Furthermore, the participants did not use the pronouns we/us to refer to any of these groups, so they did not identify with them. We conclude that the poverty of the participants’ narratives may reveal a collective attempt to forget this morally condemnable historical process, which would also have been expressed in the shift of responsibility from the Argentine state to other social groups in most of the narratives analysed. Likewise, failure to identify with the victims, even in cases in which it was considered to be the national state, shows the implementation of cognitive strategies to preserve a positive identity.

Wikipedia, on the one hand exploited as a template for plagiarism, on the other hand censored and blocked by autocratic systems, contains a lot of basic information that is used ubiquitously. Due to the developments of recent years, earlier experiences with it are hardly sufficient to assess its significance for the scientific and social process. Although the humanities now regularly practice critical handling in university teaching, elsewhere they have not yet developed an attitude to the challenges of Wikipedia. The text provides an inventory and shows the various tendencies to respond to the phenomenon.


Die Wikipedia, einerseits als Vorlage für Plagiate ausgebeutet, andererseits von autokratischen Systemen zensiert und blockiert, enthält viele grundlegende Informationen, die ubiquitär genutzt werden. Aufgrund der Entwicklungen der letzten Jahre reichen die früheren Erfahrungen mit ihr kaum noch aus, um sie in ihrer Bedeutung für den wissenschaftlichen und gesellschaftlichen Prozess einzuschätzen. Die Geisteswissenschaften üben zwar den kritischen Umgang mittlerweile regelmäßig in der universitären Lehre, haben an anderen Stellen aber noch keine Haltung auf die Herausforderungen der Wikipedia entwickelt. Der Text bietet eine Bestandsaufnahme und zeigt die verschiedenen Tendenzen auf das Phänomen zu reagieren.

Handout della conferenza dal titolo "Le immagini nell’insegnamento della storia antica  (fra LIM e risorse telematiche)" tenuta da Gianfranco Mosconi il giorno 9 dicembre 2013, presso il Liceo classico "Giulio Cesare" (Roma), nell’ambito del ciclo di conferenze annualmente organizzato dalla Associazione Italiana di Cultura Classica (AICC), Delegazione di Roma (anno sociale 2013/2014).