Historical literacy and history teaching - OENDD2140Z

• Anglický název: Historical literacy and history teaching
• Zajišťuje: Katedra dějin a didaktiky dějepisu (41-KDDD)
• Fakulta: Pedagogická fakulta
• Platnost: od 2022
• Semestr: letní
• E-Kredity: 5
• Způsob provedení zkoušky: letní s.:
• Rozsah, examinace: letní s.:2/0, Zk [HT]
• Počet míst: neurčen / neurčen (15)
• Minimální obsazenost: 3
• 4EU+: ne
• Virtuální mobilita / počet míst pro virtuální mobilitu: ne
• Stav předmětu: nevyučován
• Jazyk výuky: angličtina
• Způsob výuky: prezenční
• Způsob výuky: prezenční
• Poznámka: povolen pro zápis po webu; při zápisu přednost, je-li ve stud. plánu
• Garant: doc. PhDr. Petr Koura, Ph.D.; Mgr. David Venclík, Ph.D.; PhDr. Iva Beránková

Anotace

Poslední úprava: PhDr. Iva Beránková (15.07.2021)

The course is focused on practical methods in order to show future teachers and educators in memory institutions how to make history more relevant for the students and general public of today. The target output of the course is to make ready future teachers and educators to provide pupils and students with „knowing what“ knowledge in addition to „knowing how“ knowledge in order to support and develop critical thinking and historical understanding. What are the ways and means in history teaching to use reflection rather than reproduction in the classroom to encourage students to think historically. TRANSVERSAL SKILLS: • building diverse, inclusive and democratic societies • autonomous learning skills • analytical and (historical) critical thinking skills in digital age with regard to medias • skills of listening and observing • linguistic, communicative and plurilingual skills • co-operation skills and conflict-resolution skill

Cíl předmětu

Poslední úprava: PhDr. Iva Beránková (15.07.2021)

he aim of the course is to explain what are the new methods in history teaching and how the future teachers as well as (not only) museum educators can work with the fact that history teaching requires complex understandings. This interactive course is based on the work with a model of Historical Literacy (see the syllabus) that forms an important  basis for the guide to teaching history and historical thinking concepts such as historical significance, evidence, continuity and change, causes and consequences, historical perspective and moral judgement/dimension.

Deskriptory

Poslední úprava: PhDr. Iva Beránková (15.07.2021)

The used on-line platforms: zoom, google meets/google disk.

The link etc. will be specified.

Literatura

Poslední úprava: PhDr. Iva Beránková (15.07.2021)

RECOMMENDED LITERATURE:

Bain, R. B. (2005). “They thought the world was flat?”: Applying the principles of how people learn in teaching high school history. In M. S. Donovan & J. D. Bransford (Eds.) How students learn: History in the classroom (p. 179–212). Washington, DC: National Research Council.

Britt, M. A., Rouet, J., Georgi, M. C., & Perfetti, C. A. (1994). Learning from history texts: From causal analysis to argument models. In G. Leinhardt, I. L. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 47–84). Hillsdale, NJ: Erlbaum.

Evans. R. W. (2004). The social studies wars: What should we teach the children? New York, NY: Teachers College Press.

Lesh, B. A. (2011). Why won’t you just tell us the answer? Teaching historical thinking in grades 7-12. USA: Stenhouse Publishers.

Lévesque, S. (2008). Thinking Historically. Toronto: University of Toronto Press.

Levstik, L. S., & Barton, K. C. (2008). Researching History Education: Theory, Method, and Context. New York: Routledge.

Wertsch, JV & Rozin, M 2000. The Russian Revolution: Official and unofficial accounts. In M Carretero & JF Voss (Eds.), Learning and reasoning in history. International Review of History Education, 2. London: Woodburn Press.

Metody výuky

Poslední úprava: PhDr. Iva Beránková (15.07.2021)

Use of Interactive forms in order to focus on practical methods of history teaching for future teachers, educators and guides.

 

Sylabus

Poslední úprava: PhDr. Iva Beránková (15.07.2021)

KEY TOPICS:

I. How to work with a model of Historical Literacy:

1.      Events of the past – Knowing and understanding historical events, realising the significance of different events.

2.      Narratives of the past - Understanding multiple narratives and teh shape of change and continuity over the time.

3.      Research skills – Gathering, analysing and using the artefacts, maps, documents and graphics.

4.      Historical concepts – Understanding historical concepts such as causation and motivation.

5.      Representational expression – Understanding and using creativity in representing the past through film, drama, visual arts, digital technologies, music, audio recordings, literature etc.

6.      Moral judgement in history – Understanding the moral and ethical issues involved in historical explanation.

7.      Applied science in history – the use and value of scientific and technological expertise and methods in investigating the past.

8.      Historical explanation – Using historical reasoning, synthesis and interpretation to explain the past.

II. How to work with local history:

1.      The Implementation of local history activities in the classroom.

2.      Local history forms as a key element of the history curriculum and is a best way of making links between the locality and national and international events.

III. Memory institutions and cultural heritage:

1.      Memory institutions in the digital age – how to create an interactive programme to engage the visitors and students.

2.      Cultural heritage and sources of memory.

IV. Work with primary sources:

1.      The development of historical thinking – using primary sources and basic knowledge of historical methods

2.      The interaction with historical documents, photographs, films etc. – how individuals can use, select, and critically interpret primary sources set in the historical context.4

V. Remembrance Culture:

1.      The use of keeping parts of the past in general public´s consciousness and thus deliberately make it present. 

2.      Primarily collective and subjective perceptions of historical connections to the past from a current perspective.

3.      The use of different forms of Remembrance Culture to explain and teach historical thinking such as public documentation, archiving of information, memorial sites, commemoration days and monuments.

4.      Building of national identities and talk about the taboos in society connected with the past (totaliarian regimes, holocaust etc.).

Podmínky zakončení předmětu

Poslední úprava: PhDr. Iva Beránková (15.07.2021)

Full attendance (90%) with active participation and written essay (will be specified).