Sylabus
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 The interaction with historical documents, photographs, films etc.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.).
Anotace
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