Geschichtswissenschaftliche Blogs auf einen Blick
This article analyzes historical consciousness and disciplinary history as theoretical constructs in the global context of identity politics.
The post Quel lien existe-t-il entre l’histoire et l’identité? appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/9-2021-3/history-identity/
Questions on the purpose of history and history traditions are far from new, but they reach us as educators with greater force then ever. Defining the purpose of any school subject is a crucial task.
The post What’s History For? appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/7-2019-21/history-traditions/
How should governments respond to demands for removing historic monuments and renaming sites of memory? What role could historical consciousness play with respect...
The post Removing the “Past”: Debates Over Official Sites of Memory appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/6-2018-29/removing-past-official-memory/
To pass judgement on the 'progress' or 'decline' of a society over time, a big-picture perspective on history is needed. These big-picture frameworks are also important for history teaching.
The post Seeing the “Big Picture” in Canadian History appeared first on Public History Weekly.
Today’s Facebook kids live in a global village and speak multiple languages. The tide of cosmopolitanism is running in their favour. Yet, the teaching...
The post Should History Promote National Identification? appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/5-2017-10/history-promote-national-identification/
Poor Québec history program! It is going through another round of ministerial revisions. This time, the competency-based approach of the current course of study was deemed “too radical.” In a recent report to the Minister of Education entitled “The meaning of history,” Jacques Beauchemin and Nadia Fahmy-Eid recommended to “reconcile the history program with its national framework” by reinstating the “narrative structure” into the organization of the program.
The actual course of study, the authors claimed, lacks coherence and chronology and hinders the development of a “sense of shared memory.”[1] The response of the educational community came fast and furious.
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In Teaching History in the Digital Age, Mills Kelly recounts a teaching anecdote with millennial students. At the beginning of a history class, an avid student informed Kelly that he had “fixed” the Nuremberg video they watched during the previous session.
Stunned, Kelly decided to show this modified version to the class. It was the same Universal Newsreel but much of the music track had been replaced with new background music: bass notes from the movie Jaws and passages from Mozart’s Requiem. As the student then explained, the new music was much more appropriate to the seriousness of the situation.
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