In Austria, history classes provide competences, concepts, and topics, which should be persistently implemented in history textbooks in accordance with Ministry of Education. Historical thinking...
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.
Revisions to the history curriculum currently under way in British Columbia, Canada replace, among other changes, a senior course on Comparative Civilizations with one entitled Comparative Cultures.
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The new Turkish history curriculum, issued in 2017, has brought some innovations, but it still contains some of the deficiencies of the old curriculum. It does not adequately address international history...
What are the implications of the new History curriculum proposal of the Brazil’s National Common Curricular Base (BNCC) for those who teach History? How is it possible to understand this material?
Bishop Colenso, Great Britain, and South Africa. A school history curriculum variously gives learners an introduction to historical themes. It does not, however, convey well the complexity of the past.
The post Complexity in the Specification of the History Curriculum appeared first on Public History Weekly.
Students do not simply develop an adequate understanding of "critical thinking" "in a natural way", neither if they are taught history or another subject.
The post Teaching History in Order to Develop Critical Thinking? appeared first on Public History Weekly.
Curriculum debates: Increasingly, school history has become the focus of public interest, although the fault lines of related debates seem to fall along predictably and often polarised political orientations.
What interpretations of Mexico-United States relations will the new curriculum of Mexican history recommend? What should we study to prepare a critical citizenry?
Biculturalism? In the high-autonomy curriculum environment in New Zealand, it is history teachers who are charged with the responsibility of engaging young people with controversial aspects of postcoloniality.