Geschichtswissenschaftliche Blogs auf einen Blick
The process of methodological differentiation of historical research and chronicles of city history has reached the limits of what can be said or shown. In Germany, the historical city lexicon exists as an alternative.
The post From A to Z. Crowdsourcing Historical City Lexica appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/7-2019-5/historical-city-lexicon/
Digitisation projects in the humanities have democratised access to sources in recent years. Museums, libraries and archives place their holdings of texts, films and images on the scanner...
The post The Digital Archive: An In-school Place of Learning appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/6-2018-22/digital-archive-school/
Although adolescents label the GDR as a repressive and undemocratic system, the classification as a dictatorship is clearly less decided. This, however, is less founded upon an idealization.
The post To Conceptually Grasp the Dictatorships of the 20th Century appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/5-2017-40/histories-of-dictatorship-20th-century/
On YouTube's Wissen2go channel, a journalist explains history and politics to half a million followers. The Russian Revolution is in high range of popularity. Why are there so many viewers and what does this say about teaching history?
The post Wissen2go – Teacher-Centered Instruction on YouTube appeared first on Public History Weekly.
The ensuing issue of modern forms of monuments that are appropriate for the 21st century has seldom been addressed in history teaching. That must be questioned.
The post Monuments: Disputed, Transient, increasingly Utopian? appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/4-2016-40/monuments-increasingly-utopian/
The question about the relevance and applicability of historical knowledge becomes particularly urgent in the context of local history and regional history. Learners are currently not very motivated to occupy themselves with local and state history as far as centralised examinations are concerned. Life designs based on migration und multiple localities also give rise to the very practical, everyday problem of transferring what has been learned.
Centralised examinations and performance measurements have led to a marginalisation of contents related to local and regional history[1] because, as is well known, these are hard to generalise and their specifics run contrary to the trend towards standardisation in educational policy. Locations that have Roman ruins or medieval buildings offer a variety of starting points that differ from those in towns and villages that have contemporary monuments or a memorial site dedicated to the history of the 20th century. If, nevertheless, local or regional history does make an appearance in the textbooks or syllabi of the 16 German states, then it usually serves to illustrate and concretise history in general, and with the aim of strengthening the identity of the inhabitants of Saxony, Bavaria, or Brandenburg etc.
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