History Teaching

Thoroughly rewritten 7th edition of a textbook for freshmen students of history, classics, archaeology, ancient studies and a general readership interested in the history of ancient Near East and the Graeco-Roman world. The new edition contains chronological tables and 'boxes' on special topics, such as the Ancient Near Eastern economy, Mesopotamian, Egyptian, Greek and Roman gods, forms of dependent and independent labour. Kristin Kleber, Ben Haring, Jan Paul Crielaard and Jaap Jan Flinterman read parts of the book and provided various new paragraphs. The authors profited also from advice of a number of users of the book. Both authors bear the sole responsibility for the final result. Training tools are available on the website of the publisher. An English and a German edition of this book are in press at Routledge and Steiner. More information and parts of the book to be inspected here: https://uitgeverij-coutinho.cld.bz/9789046905876-2017-SPEC

In this work we try to think the relationship between memory, historical culture, and history teaching in the contemporary world. We discuss, first, the analysis of the contemporary world developed by Jörn Rüsen Christian Laville, François Hartog, and Hans Ulrich Gumbrecht. Therefore, we describe the historical horizon within which the teaching of history, as part of historical culture, is challenged to answer several historical demands, such as the tension democratization/ethnocentrism and the relationship meaning/presence in production of historical narratives and orientation.

This collection is an interdisciplinary effort drawing on the work of international scholars and political activists. It addresses key questions in the critique of Eurocentrism and racism regarding debates on the production and sedimentation of knowledge, historical narratives and memories in Europe and the Americas. By conceiving Eurocentrism as a paradigm of interpretation, and race as the key principle of the modern order, the authors bring the relation between knowledge and power to the centre of debate. The book invites to consider institutionalized violence as pervading the regulation of the heterogeneity of (post-)colonial territories and peoples, and to see the politics of knowledge production as a struggle for power seeking profound change. At the heart of this collective endeavour is the long history of international and domestic liberation politics and thought, as well as academic and political reaction through formulas of accommodation that re-centre the West.

Over the last 15 years European Higher Education institutions have adapted to the requirements of the European Commission as regards academic degrees. Some of the key premises derived from the Bologna declaration (1999) include the promotion of employability and students' mobility as well as multilingualism at universities. More recently, the European commission language policies have established the Common European Framework of References for Languages (CEFR), making language level certification a compulsory requirement at the end of a degree. Although never declared the lingua franca among the EU member states, English has become the preferable foreign language chosen among EU universities to communicate internationally; therefore a minimum level of the English language is currently required before the end of a degree in most Spanish universities. To do so, most Spanish universities have opted to offer some of their degree subjects in English, so that students get familiar with specific subject content in English, thus implementing a Content Language Integrated Learning teaching model (CLIL). This paper presents a practical teaching example of a subject from the Humanities discipline taught in English and the challenges the content language teacher has to face in the classroom in order to follow the European commission language requirements for Higher Education

Historical strategy games ostensibly enable the player to reconstruct history within the context of the game. The scenarios of the games are based on actual historical events. Starting the game at a certain point in history, the player aims to gain victory by advancing the civilization or state following a chronological order. This allows the player to be exposed to a wide range of historical elements and have an idea about historical processes. Civilization VI emerges as one of those games which provide possibilities as such. This research is conducted utilizing action research, a qualitative research model. The study included twenty participants, ages ranging from fifteen to eighteen, observed at random times throughout August 2019. During the application process the participants' behaviours were observed and they were asked to complete study sheets to acquire data regarding their learning process. At the end of the application process, data regarding behaviours of the participants playing the game, their motivations, and historical information Civilization VI provided for the participants were acquired. Data acquisition processes were conducted pertaining to historical thinking skills. The data were analysed using descriptive and content analyses. It has been detected that Civilization VI provides learning tools that support historical thinking skills of chronological thinking, historical comprehension, and historical analysis-commentary. It has also been noted that Civilization VI supports the skill of historical analysis and commentary more than the other two in comparison.

The STEM teaching methodology (Science, Technology, Engineering, Arts and Mathematics) has stimulated the development of collaborative and transdisciplinary knowledge in Basic Education schools. Combined with the Lego Education methodology with the use of robotics to build prototypes that involve Lego blocks and electronic parts, the school becomes a fun learning laboratory. This article deals with the use of the combination of STEAM and Lego Education methodologies in the teaching of History, presenting two case studies: one referring to the democratic electoral process in the History of Brazil Republic and another on death, citizenship, and social hierarchies from the cemeteries in the History of Aracaju, Sergipe, Brazil. Both using active methodologies, Lego blocks and robotics.

Il volume raccoglie gli Atti (alternativamente in italiano, spagnolo, inglese e francese) del XX Simposio Internacional de Didáctica de las Ciencias Sociales / I Convegno Internazionale Italo-Spagnolo di Didattica delle Scienze Sociali (Bologna, 31 marzo - 3 aprile 2009), promosso da AUPDCS (Asociación Universitaria del Profesorado de Didáctica de la Ciencias Sociales), Clio 92 e DiPaSt (Centro Internazionale di Didattica della Storia - Facoltà di Scienze della Formazione dell'Unievrsità di Bologna).
Dopo l'"Introduzione. Per una educazione alla cittadinanza attiva" di Luigi Guerra (pp. 11-14) e la "Presentazione" di Rosa M. Ávila, Beatrice Borghi e Ivo Mattozzi (pp. 15-19), la "I sessione: Per una definizione dei concetti e degli scopi" (pp. 21-127) comprende contributi di Monica Donini, Clara Albani, Ian Davies, A. Ernesto Gómez Rodríguez, M. Begoña Alfageme González, Pedro Miralles Martínez e Sebastián Molina Puche, Ángela Caballero Cortés, Gustavo González Valencia, Begoña Molero Otero e Ana Arribillaga Iriarte, Celia Parcero Torre, María Sánchez Agustí e José Antonio Pereira Liberato, Antoni Santisteban e Joan Pagès, Rafael Valls Montés, e Flavia Marostica.
La "II sessione: Geografia ed educazione" (pp. 129-222) contiene scritti di Hartwig Haubrich, Teresa García Santa María, Gino De Vecchis, Montserrat Oller, Claudia Vallejo e Antoni Luna, Francisco Rodríguez Lestegás, M. Jesús Bajo Bajo, Ana M. Aranda Hernando e Carmen Urones Jambrina,  Maria Teresa [Di] Palma, Cristiano Giorda, e Stefano Piastra.
La "III sessione: Storia ed educazione alla cittadinanza europea" (pp. 223-324) raccoglie i contributi di Falk Pingel, Rolando Dondarini, Pedro Miralles Martínez, Fabiana Marcela Ertola e María Esther Muñoz, Alicia Graciela Funes, Neus González Monfort, Rodrigo Henríquez Vásquez, Joan Pagès Blanch e Antoni Santisteban Fernández, Miguel A. Jara e Victor Salto, Jesús M. López Andrés, Charles Heimberg, e Lavinia Pinzarrone.
La "IV sessione: Didattica del patrimonio" (pp. 325-443) include scritti di Rosa M. Ávila e Ivo Mattozzi, Jesús Estepa Giménez, Silvia Mascheroni, Pilar Blanco Lozano, M. Encarnación Cambil, M. Luisa Hernández e Andrés Palma, Josefa Castillo, Teresa García Santamaría ed Elena Pavía, José Fernando Gabardon De La Banda, José Monteagudo Fernández, Pedro Miralles Martínez e Nicolás Martínez Valcárcel, Pilar Rivero Gracia, Amparo Ruiz Luján, Mercedes Valbuena Barrasa e Jesús Ángel Valverde Ortega, e Maria Teresa Rabitti.
La "V sessione: Formazione degli insegnanti" (pp. 445-570) comprende scritti di Nicole Tutiaux-Guillon, Ramón López Facal, Aurora Delmonaco, Pilar Nuñez e Pilar Flores, Carlos Muñoz Labraña e Ramón Victoriano Lamilla, Caridad Hernández Sánchez, José María Cuenca López e Myriam J. Martín Cáceres, Francisco F. García Pérez e Nicolás De Alba Fernández, Julián Pelegrín Campo, Antoni Gavaldà e Josep Maria Pons i Altés, Miguel A. Jara e Víctor Salto, Teresa Dolores Pérez Castelló e M. Isabel Vera Muñoz, Vincenzo Guanci, Ernesto Perillo ed Eleonora Salvadori, Maurizio Gusso e Marina Medi.

This article proposes a dialogue between the political and academic debates on race, identity, and history in the Brazilian and Portuguese contexts. In order to do so, it examines the myth of racial democracy (as it was known in Brazil) and the idea of a national vocation for interculturality in Portugal to explore how they shape the contemporary debate on racism and Eurocentrism, as well its evasion, focusing on education which is understood as an arena for important political struggles. By addressing crucial moments in these debates, this article seeks to contribute to wider discussions on race and power in the teaching of history, and to challenge the depoliticization of contemporary narratives that continue to take refuge in the tropes of the historical specificities of each of the national contexts.