Historical Literacy

The purpose of this study is to explore teachers' philosophical and pedagogical views regarding their definitions of historical thinking. Staff development intended to train teachers in this method of instruction is also reflected upon by the participants. The goal of the study is to investigate how teachers create opportunities for practice through their own understanding of the phenomena of the construction of historical knowledge through their pre-service education and current classroom experience, the application of that understanding to their pedagogy, and what they consider to be beneficial staff development. The research design for this study is a phenomenological case study centering on three teachers’ stories. The phenomenon of historical thinking is investigated through analysis of interviews and focus groups conducted with three world history teachers – the goal is to determine how teachers interact with skills and knowledge necessary to grasp historical thinking and ...

• Özet: Bu çalışmada öğretmenlerin tarihsel okuryazarlık durumlarının tespit edilmesi amaçlanmıştır.Araştırma doğrultusunda ilgili literatür taranıp tarih okuryazarlığı becerisinin 12 boyutu tespit edilmiştir.Bu boyutlar kapsamında 11 sorudan oluşan bir görüşme formu hazırlanıp seçilen 4 öğretmenle görüşmeler gerçekleştirilerek veriler toplanmıştır.Katılımcılardan elde edilen veriler içerik analizi ile analiz edilip tablolarda frekans yüzde şeklinde gösterilmiştir.Elde edilen bulgulara göre öğretmenlerin tarihsel olayları hatırlama,kronoloji,tarihsel olayları hikâyeleştirme ,tarihsel araştırma ,tarihsel dili anlama ,neden-sonuç ilişkisi kurma ,tarihsel empati ,bilgi iletişim teknolojilerini kullanma ,geçmiş ve günümüz olaylarını ilişkilendirebilme ,tarihsel olaylar arasındaki çelişkileri ayırt edebilme,tarihsel olayları konu edinen sanat yapıtlarını okuma, izleme, dinleme ,geçmişe dair ahlaki değerlendirme yapabilme becerileri açısından yüksek bir düzeyde oldukları görülmüştür.

Bu çalışmada tarih öğretim programlarına yön veren iki temel beceri (tarihsel düşünme ve tarih okuryazarlığı) karşılaştırılmıştır. Araştırmada literatür taraması kullanılmıştır. Ulaşılan bulgulara göre tarih okuryazarlığı becerileri ile tarihsel düşünme becerilerinin büyük oranda örtüştüğü tespit edilmiştir. Tarihsel düşünme becerilerinin özellikle sorgulayıcı ve yorumlayıcı tarih öğretim sürecine odaklandığı gözlenmekle birlikte tarih okuryazarlığının hayatın bütününü kuşatan bir anlayışın ürünü olduğu tespit edilmişti. Bunun yanında tarih okuryazarlığının daha geniş bir yapıyı ifade ettiği sonucuna ulaşılmıştır. Diğer taraftan bilgi ağırlıklı bir ders olmaktan beceri ağırlıklı bir ders olmaya doğru bir değişim süreci geçiren tarih derslerinde tarihsel düşünme becerilerinin egemen olduğu görülmekle birlikte tarih okuryazarı öğrencilerin yetiştirilmesi noktasında tarihsel düşünme becerilerinin yetersiz kaldığı söylenebilir. Bu anlamda tarih derslerinin belirlenen amaçlarına ulaşılması için tarih okuryazarlığı becerilerinin öğretim programlarına yansıtılması önerilmektedir. Abstract In this study two basic skills which direct history curriculums (historical thinking and historical literacy) were compared. Literature review was used in the study. According to lead nding, historical thinking skills match up with historical literacy skills, substantially were ascertained. With observing that historical thinking skills focus on particularly questioning and interpretive history education process, historical literacy which is the product of a mentality enveloping the whole life was ascertained. Besides historical literacy was concluded to mean wider structure. On the other hand it can be said that historical thinking skills fail to satisfy on the point of educating historical literacy students as is seen that historical thinking skills dominate in history courses which experience a process of change towards to be an intensive skill courses more than an intensive knowledge lesson. In this sense, it is advised that historical literacy skills are reected to curriculums for reaching determined of history courses' goals.

The aim of the present article is to point out the importance of historic documentary when teaching history and more specifically how a tutor can make full use of it in the lesson of C! senior highschool classes of Humanities as well as Economics and Computing orientation classes.  The ultimate goal is, on the one hand to disengage the lesson of History from  the university entry examinations threat that hangs over students like the sword of Damocles and on the other hand to engage the students’ interest  in the lesson of History. The value of documentaries as a historic «source» is being highlighted, the different kinds of documentaries closely linked to modern history are enumerated, and the necessary prerequisites to show the documentaries in the classroom are closely examined. Furthermore the evaluation criteria as a source of historic knowledge are taken into account. Different ways in which a documentary can be used as a helpful means when teaching history are being mentioned, in combination with written references, pictures and diagrams. Finally, the present article includes teaching micro scenarios on selected units of the school coursebook by making use of historic documentary as a teaching means and an overview of documentaries available on the internet which are relevant to the history curriculum of C! senior highschool  class.

Keywords: historic documentary, teaching history, historic sources, cinema and history, ICT, historic literacy

Le fait de comprendre l'histoire est plus complexe que de connaître des faits historiques. Cela nécessite un mode d'engagement
particulier avec I'histoire. Ce texte examine ce que comprendre historiquement signlfie en utilisant l'historien canadien Tim Cook
en exemple.

The purpose of this study is to explore teachers' philosophical and pedagogical views regarding their definitions of historical thinking. Staff development intended to train teachers in this method of instruction is also reflected upon by the participants. The goal of the study is to investigate how teachers create opportunities for practice through their own understanding of the phenomena of the construction of historical knowledge through their pre-service education and current classroom experience, the application of that understanding to their pedagogy, and what they consider to be beneficial staff development.
The research design for this study is a phenomenological case study centering on three teachers’ stories. The phenomenon of historical thinking is investigated through analysis of interviews and focus groups conducted with three world history teachers – the goal is to determine how teachers interact with skills and knowledge necessary to grasp historical thinking and literacy and how they approach instructing students in this skill.
The teachers interviewed stated varying levels of comfort in using historical thinking in their classrooms. All participants saw value in historical literacy and document analysis, though they differed in incorporating these activities in their classroom activities. All teachers interviewed stated that they had concerns about the time available to teach the content. Teachers expressed frustration with the amount and quality of world history professional development available. Participants stressed the importance of integrating PRD analysis strategies into lessons, and stated that they would benefit from development activities that demonstrated how to effectively work with students across all ability levels on honing this potentially unfamiliar skill.
A strong background in social science education, at the bachelor’s degree or master’s degree level, may lead to increased comfort in using primary resource documents to demonstrate and reinforce historical thinking skills. Teachers require improved staff development to make-up for any potential pre-service gaps in historical analysis that may exist; this staff development strengthens historical thinking pedagogical practice in the world history classroom. By improving teacher skills, the students benefit from higher rigor and more effective instructional techniques.

Çocuklarda tarihsel ilgi ve yeteneklerle ilgilenen öncü psikologlardan biri de John Dewey’dir. Yeni psikolojisinde, zekânın, yeti adı verilen parçalardan oluştuğu yanlış kabulünü benimseyen ve belli zihinsel güçleri geliştirmek için özellikle belli konu alanları, tasarlayan yeti psikolojisine karşı çıktı. Düşünme, Dewey’e göre, yüzeysel "entelektüel” konuların erdemiyle, depolanmış basit bir bilgi değildir. Çok değişik konuların, soruşturmayı ve yansıtmayı uyandırıcı hizmeti olabilirdi. Dewey, öğretim adına bilgilerin, tarihsel ve coğrafik olarak yalıtılmış sunumuna şiddetle karşı çıktı. Dewey için temel soru, çocuğa tarihin nasıl öğretileceği olmayıp, öncelikle hangi tarihin çocuk için uygun olacağı sorusu idi.

This paper analyzes the presence and use of historical sources in recent history textbooks in Spanish high school (12 to 18 years old). It examines whether activities related to historical sources allow historical literacy as a way to teach historical thinking skills and history education. The results show an increase in the presence of historical sources in the textbooks during high school. But this is not accompanied by a progression of cognitive use of them. We can see an algorithmic use of historical sources in the textbooks. Textbooks do not present a heuristic use of the historical sources with innovative activities and creative use of historical sources. It is a missed opportunity to teach historical thinking skills.
Keywords: history textbooks, historical thinking, historical sources, historical literacy, history education, secondary education
Resumen:
Este trabajo analiza la presencia y uso de fuentes históricas, especialmente de fuentes primarias textuales, en recientes libros de texto españoles de historia en secundaria (de 1º, 2º y 4º de ESO y de 2º de Bachillerato). Se examina si las actividades vinculadas a fuentes permiten una alfabetización histórica como enseñanza del pensamiento histórico o educación histórica. Los resultados muestran un aumento de la presencia de fuentes históricas en los manuales durante la secundaria. Pero ello no se acompaña con una progresión del aprovechamiento cognitivo de las mismas ya que predomina
un uso algorítmico y descriptivo de éstas. Los manuales escolares no presentan secuencias didácticas para un uso heurístico y creativo de las fuentes. Es una oportunidad perdida para enseñar competencias de pensamiento histórico.
Palabras clave: libros de texto de historia, pensamiento histórico, fuentes históricas, alfabetización histórica, educación histórica, educación secundaria

What is special about History? As the debates continue about the relative merits of History and SOSE in the curriculum, this question seems worth exploring. Certainly, History shares much with the other disciplines and fields of study that constitute SOSE. But what is distinctive? In particular, what does ‘Historical literacy’ offer students among the many (multi?) literacies promoted in the classroom?

This article revolves around three key issues. Firstly, Finnish national core curriculum fixes the focus of history teaching to students' critical and historical thinking skills and the traditional approach to history teaching as memorizing of facts and chains of events has been changing over the last 30 years. However, the Finnish core curriculum leaves a lot of maneuvering scope for schools and individual teachers and it would seem that teachers still emphasize content over skills with too little focus on historical thinking skills. Secondly, Finland has so far been lacking in research of students' historical thinking skills, even if it has been adopted as an important part of the curriculum. What existing research there is shows that only few students are able to evaluate the information available and make sense of contradictory interpretations of past events. Thirdly, this article reports an experiment that aimed at offering students more opportunities to develop their historical thinking skills and at the same time evaluated their ability for historical thinking. The case chosen was confrontation in Estonia between ethnic Russian and Estonian population around historical interpretations of the so-called Bronze Soldier that led to unrests and violence in Tallinn in 2007. Our research points out that Finnish students have a lot of weaknesses in their text skills. Furthermore, there is a need for research that would examine what kind of interventions change how students learn and how their ability for historical thinking can be improved. It would be equally important to evaluate teachers’ thinking, how they think about history and the way they implement national curriculum.

“Technology,” as an issue of Education Canada (2001) – the Canadian Education Association’s leading magazine – states, “has become an accepted fact of life and education.” “Serious discussion of the changes that technology is making to teaching and learning,” the editor goes on, “forces us to revisit some fundamental questions about the goals of schooling and the foundations of learning” (Dunning, p. 1). Indeed, computational technologies have radically altered people’s working and living practices – from video-conferencing to computer gaming to online shopping. As might be expected, technological aficionados foresee similar drastic changes in educational policies, curricula, and practices – and for sound reasons. For example, the Programme for International Student Assessment (PISA) results of 2000 reveal the significant role and impact of computational technology on students’ learning, particularly for western countries such as Canada. Not only is the home penetration rate of such technology for high school students extremely high (88% as of 2000), but statistics indicate a positive correlation between computer and internet access and students’ literacy practices. “PISA results,” Bussières and Gluszynski (2002) note in their Canadian evaluation of the study, “showed that there was a positive association between reading scores and home computer access, and this association increased with the number of computers present” (p. 17).

After to introduce four typical forms of historical thoughts considering their communicative functions of making sense to life, this article approaches some parameters about critical-genetic propositions to historical literacy, whose is comprehended here as human social formation of affective and cognitive abilities to establish implicative relationships between past and present/future. In its specific critical-genetic dimension, historical literacy aims at the cultural formation of historical consciousness characterized by the ‘estrangement’ as cultural ability and ethical purpose to provoke perceptual cracks into the immobility of habits and its ways of categorization about past and present lives. So this approach presumes that past and present lives are no-monolithic systems and also characterized by qualitative transformations in the social practices and the cultural understandings of persons, events and institutions.

Global citizenship education (GCE) has been elevated by the UN to form both part of its Sustainable Development Goals for education and the cen-tral tenet in its Preventing Violent Extremism through Education (PVE-E) strategy. I argue that GCE has no chance of playing a role in counterter-rorism unless it embraces a decolonial approach to cognitive justice. The paper provides a descriptive account of the politics of GCE and its take-up by the UN and UNESCO, including an account of postcolonial and de-colonial approaches to GCE. The paper conducts an interpretive discourse analysis of textual data around UNESCO’s approach to GCE and PVE-E to assess how, if at all, history and historical literacy is addressed. Through this analysis, combined with interview data, previous ethnographic experi-ence, and secondary literature in the field of terrorism studies and political violence, the paper concludes by making a case for the inclusion of histor-ical literacy in education designed to promote peace, justice, and global citizenship. The paper makes no naïve claims about GCE as a panacea for political violence; rather it suggests that if there is any hope of it perform-ing the function that UNESCO ascribes to it, it will only be through the inclusion of cognitive justice.

Este artigo aborda parâmetros para letramento historico critico-genetico depois de expor, tipologicamente, quatro regimes de pensamento historico a partir de suas funcoes comunicativas de sentido para a vida. O letramento historico e aqui entendido como a formacao social de habilidades cognitivo-afetivas que criam, sugerem ou constituem sentidos para a vida por meio de concepcoes de vinculos implicativos entre passado e presente/futuro. Em sua dimensao especifica critico-genetica, o letramento historico pressupoe a formacao de uma consciencia historica marcada pelo ‘estranhamento’ como operacao cultural e etica que provoca fenda na imobilidade dos habitos de percepcao e categorizacao de sentidos para vidas presentes e passadas, porque as pressupoe como nao-monoliticas e marcadas por transformacoes qualitativas nas concepcoes e praticas de pessoas, eventos e instituicoes.

In our elevation of The Rambler as canonical text, we lose sight of its broad-based historic readership. We forget, for example, how many people first read The Rambler as adolescents. I want to focus particularly on the text of The Rambler and the ways in which Johnson makes adolescence, and the difficulties and conflicts it engenders, part of the tapestry of human experience.

El trabajo se inserta en una línea de investigación más amplia sobre literacidad visual histórica, desarrollada con la Universidad do Minho (Portugal), que consiste en el análisis e interpretación de fuentes iconográficas en contextos escolares reales.
La experiencia se realizó con alumnos de 2º de Bachillerato (17-18 años) de un IES de Oviedo. Esta aportación se centra en la capacidad de interpretación de los diferentes componentes de un paisaje rural, en el análisis de las narrativas construidas y en la formulación de preguntas para una mejor interpretación de la iconografía a través de la obra La recogida de la manzana, de N. Piñole.

Science curriculum and pedagogy are at the center of a centuries-long debate concerning the appropriate relationship of faith and science. The difficulties that science educators face seem to be based on misinformation about the historical roots of this conflict. To address that conflict, the goals of this research were to separate myth from reality and to provide a necessary context to the current tensions that are disrupting science pedagogy and curriculum content within American public schools. Working within a theoretical framework of historical literacy, this qualitative, historical analysis was a comprehensive examination of the relationship of faith and science from ancient times through the Renascence to the emergence and development of Darwinism. The historical approach methodology was utilise as a means to document the systematic examination of past events, in order to illuminate and interpret the meaning of those events. The historical record revealed that science and religion are not necessarily incompatible and that the early Christian religion provided a fertile environment in which modern science could emerge. Also noted were many instances where the record was inconsistent with what educators have commonly taught as historical fact. Finally, the complex sources of tension between modern fundamentalist Christianity and Darwinism, which has appeared as a flashpoint in public discourse within science education, were examined in depth. Based on this analysis, the study includes recommendations for educators in their approach to addressing these challenges and teaching science. This analysis can produce a positive social change for educators and their students, as this information is advanced as a means to enhance historical literacy among educators and their students

Might the experience of living in a communist regime be useful for the general international public? This is our attempt to answer this question. We have embarked on a journey to establish the conditions under which young people in the West might wish to travel and to find the construction principles of a “travel guidebook”: one offering captivating places and meaningful trips. The result – Socialism Realised – has been tested with over a thousand non-Czechs. Welcome to the journey.

The Da Vinci Code was a work of fiction, but significant public interest in its claim to be drawing on a hidden history of Christianity forced agents of the Catholic Church, and scholars within the academy, to challenge the book’s historical and theological errors. Australia’s own Da Vinci Code moment occurred almost a decade earlier, when Helen Darville won three of the nation’s most prestigious literary prizes for a work of fiction she pretended was based on family stories of the Holocaust. Does the institutional concern with the historicity of The Da Vinci Code, and the Australian public’s outrage over the Demidenko affair, suggest an important place for explorations of public history in the classroom?

Έθνος, εθνικισμός και η ιδιάζουσα περίπτωση του Περικλή Γιαννόπουλου: «Η ελληνική γραμμή και το ελληνικό χρώμα».
Για έναν κριτικό ιστορικό γραμματισμό στη Γ' Λυκείου.

Περίληψη. Στο παρόν άρθρο, αφού επιχειρείται κατ' αρχάς η αποσαφήνιση των επίμαχων όρων έθνος και εθνικισμός, διερευνώνται εν συνεχεία οι συνθήκες διαμόρφωσης του ελληνικού εθνικισμού ως τη δεκαετία του 1920 και διαπιστώνεται ότι το ιδεολογικό αυτό φαινόμενο εκδηλώθηκε επί μακρόν στην Ελλάδα ως αλυτρωτισμός, ενώ κυρίως μετά τη Μικρασιατική Καταστροφή ως εναγώνια αναζήτηση του περιεχομένου της ελληνικής ταυτότητας. Σκιαγραφείται, ακολούθως, το θεωρητικό πλαίσιο μιας φυσιοκρατικής εκδοχής της ελληνικότητας, όπως εκφράστηκε από τον λόγιο Περικλή Γιαννόπουλο στις αρχές του 20 ού αιώνα, και προτείνεται η κριτική ανάλυση επιλεγμένων κειμένων του στο μάθημα της Ιστορίας της Γ' Λυκείου. Η πρόταση εδράζεται στο γεγονός ότι η σχολική Ιστορία και, ειδικότερα, η εξοικείωση των μαθητών στην κριτική επεξεργασία των ιστορικών πηγών θεωρούνται σήμερα καθοριστικοί παράγοντες στην καλλιέργεια της κριτικής τους σκέψης. Παιδαγωγικός στόχος είναι η συμβολή στην ανάπτυξη του ιστορικού γραμματισμού εντός του, σε σημαντικό βαθμό, εθνοκεντρικού ελληνικού σχολείου μέσω της ανάδειξης των αντιφάσεων των εθνικιστικών ιδεολογημάτων, κάτι που αναμένεται να λειτουργήσει, έστω και μερικώς, ως αντιστάθμισμα στην αναβίωση ανάλογων ακραίων τάσεων στην ελληνική κοινωνία προς όφελος ενός αναγκαίου πατριωτισμού χωρίς εθνικιστική έπαρση.
Λέξεις κλειδιά: Έθνος, εθνικισμός, Περικλής Γιαννόπουλος, ιστορικές πηγές, ιστορικός γραμματισμός

Εισαγωγή Το φαινόμενο του εθνικισμού εμφανίστηκε στις συνθήκες έντονης ρευστότητας που επικράτησαν κατά την περίοδο της πρώιμης Νεωτερικότητας ταυτόχρονα με τις διαδικασίες συγκρότησης του έθνους-κράτους και επεκτάθηκε παράλληλα με τη σύγχρονη αυτή πολιτική οντότητα από τη Δυτική Ευρώπη σε όλον τον κόσμο κατά τους δύο προηγούμενους αιώνες (Smith, 1998). Αποτελεί δε ένα επίμαχο ζήτημα για τους κοινωνικοπολιτικούς επιστήμονες από τους οποίους έχουν διατυπωθεί ποικίλες θεωρίες στη βάση αποκλινόντων συχνά κριτήριων σχετικά με το περιεχόμενο και τα χαρακτηριστικά του, όπως έχει συμβεί αντίστοιχα και για τη σύνθετη νοητική κατηγορία του έθνους με την οποία συνδέεται στενά (Λέκκας, 2011). Η μοναδικότητα του έθνους αποτελεί το πολιτικό μοτίβο όλων των εθνικισμών και, συνεπώς, και του αντίστοιχου ελληνικού, ο οποίος με τη μορφή της Μεγάλης Ιδέας επιδίωξε στο παρελθόν να ταυτίσει τα εθνικά, γλωσσικά και πολιτισμικά όρια του Ελληνισμού με τα αντίστοιχα του νεοελληνικού κράτους (Σκοπετέα, 1998). Ωστόσο, η