Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2020.006.01.199
Paolo Ceccoli
{"title":"Prospettive per la didattica della storia in Italia e in Europa, a cura di Valseriati Enrico","authors":"Paolo Ceccoli","doi":"10.33055/didacticahistorica.2020.006.01.199","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2020.006.01.199","url":null,"abstract":"","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114145299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2020.006.01.155
Denise Tonella
The new permanent exhibition on the history of Switzerland at the National Museum in Zurich covers an area of 1 000 m2 and uses almost 1 000 objects to illustrate the development of Switzerland over the last 550 years. The exhibition begins at the end of the Middle Ages and ends with the challenges facing Switzerland today. The offer for schools is free of charge and includes specially developed guided tours, worksheets and an independent tour on a tablet dedicated to the formation of the modern Federal State and direct democracy.
{"title":"Storia della Svizzera. Nuova mostra permanente al Museo nazionale di Zurigo","authors":"Denise Tonella","doi":"10.33055/didacticahistorica.2020.006.01.155","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2020.006.01.155","url":null,"abstract":"The new permanent exhibition on the history of Switzerland at the National Museum in Zurich covers an area of 1 000 m2 and uses almost 1 000 objects to illustrate the development of Switzerland over the last 550 years. The exhibition begins at the end of the Middle Ages and ends with the challenges facing Switzerland today. The offer for schools is free of charge and includes specially developed guided tours, worksheets and an independent tour on a tablet dedicated to the formation of the modern Federal State and direct democracy.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"254 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114392802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2017.003.01.103
Étienne Honoré
In a recent work, L’histoire est une littérature contemporaine. Manifeste pour les sciences sociales, the historian Ivan Jablonka attempts to put into question and redefine the boundary between history and literature. Initially, history teachers might be startled and unwilling to give this text a fair reading. However, the main gist of the investigation and writing that shape his thinking not only corresponds to the aims and objectives of the PER but also could well back up many demands of those who consider the teaching of history largely undervalued in the allotted teaching time.
{"title":"Manifeste pour une pratique de l'histoire en classe d'histoire","authors":"Étienne Honoré","doi":"10.33055/didacticahistorica.2017.003.01.103","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2017.003.01.103","url":null,"abstract":"In a recent work, L’histoire est une littérature contemporaine. Manifeste pour les sciences sociales, the historian Ivan Jablonka attempts to put into question and redefine the boundary between history and literature. Initially, history teachers might be startled and unwilling to give this text a fair reading. However, the main gist of the investigation and writing that shape his thinking not only corresponds to the aims and objectives of the PER but also could well back up many demands of those who consider the teaching of history largely undervalued in the allotted teaching time.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121851525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2017.003.01.129
Barbara Sommer Häller
While discussing the nazi regime’s crimes in the class room, for quite some time the emphasis is with the victims perspective. The students, however, are almost without exception intrigued with the question why, in the first place, a crime as horrific as the holocaust has been possible. It is obvious that the victim-focussed approach is illsuited to answer this specific question. In order to do so, it is thus required to take a look at the perpetrators perspective. The present article tries to outline how this might be achieved.
{"title":"wie konnte es so weit kommen? Täterschaft im Unterricht zum Thema \"Holocaust\"","authors":"Barbara Sommer Häller","doi":"10.33055/didacticahistorica.2017.003.01.129","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2017.003.01.129","url":null,"abstract":"While discussing the nazi regime’s crimes in the class room, for quite some time the emphasis is with the victims perspective. The students, however, are almost without exception intrigued with the question why, in the first place, a crime as horrific as the holocaust has been possible. It is obvious that the victim-focussed approach is illsuited to answer this specific question. In order to do so, it is thus required to take a look at the perpetrators perspective. The present article tries to outline how this might be achieved.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117259385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2016.002.01.37
Vincent Capdepuy
Global history remains a field of research recognized, perhaps because delimited, at the intersection of world history, total history, comparative history and connected history. Yet the project is relatively clear: analyse and understand the process of globalization that led to the creation of the world, that is to say a unique space for a longterm humanity scattered throughout an archithe case studies are so many that can make global history from particular moments often already known, but revisiting them from a different angle by connecting the usually unconnected spaces, passing from local to global.
{"title":"Enseigner l'histoire globale","authors":"Vincent Capdepuy","doi":"10.33055/didacticahistorica.2016.002.01.37","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2016.002.01.37","url":null,"abstract":"Global history remains a field of research recognized, perhaps because delimited, at the intersection of world history, total history, comparative history and connected history. Yet the project is relatively clear: analyse and understand the process of globalization that led to the creation of the world, that is to say a unique space for a longterm humanity scattered throughout an archithe case studies are so many that can make global history from particular moments often already known, but revisiting them from a different angle by connecting the usually unconnected spaces, passing from local to global.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128453086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2017.003.01.53
Sabina Brändli
Without special training, teens can view documentary movies as a trustworthy non-fiction source. Thus they can become defenceless towards political manipulation through the Internet. To be able to learn seeing through the style and motivation of such movies, this article advocates the use of different film studies concepts, like the documentary movie typology by Bill Nichols. The introduction of the differentiation between soft and hard propaganda shows the increased danger that comes from the growing global access to a whole range of movies, which evades national protective regulations.
{"title":"\"It is truth, it is not Propaganda.\" Youtube als Herausforderung für den Geschichtsunterricht","authors":"Sabina Brändli","doi":"10.33055/didacticahistorica.2017.003.01.53","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2017.003.01.53","url":null,"abstract":"Without special training, teens can view documentary movies as a trustworthy non-fiction source. Thus they can become defenceless towards political manipulation through the Internet. To be able to learn seeing through the style and motivation of such movies, this article advocates the use of different film studies concepts, like the documentary movie typology by Bill Nichols. The introduction of the differentiation between soft and hard propaganda shows the increased danger that comes from the growing global access to a whole range of movies, which evades national protective regulations.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128530143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2020.006.01.107
Ismaël Zosso Francolini
“Migrants remember” is an oral history project for a number of classes over several years. Students are helped in constructing an oral-media collection of the history of migrant associations in Lausanne and the canton of Vaud. This school oral history activity questions in a concrete manner several aspects concerning diversity in school history teaching and puts students at the centre of their relationship to other cultures. This article tries to point out some markers for reflection concerning the links between migration, history and citizenship teaching and the notion of otherness.
{"title":"Mémoires migrantes : quand les élèves vont à la rencontre de l'histoire orale des migrations","authors":"Ismaël Zosso Francolini","doi":"10.33055/didacticahistorica.2020.006.01.107","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2020.006.01.107","url":null,"abstract":"“Migrants remember” is an oral history project for a number of classes over several years. Students are helped in constructing an oral-media collection of the history of migrant associations in Lausanne and the canton of Vaud. This school oral history activity questions in a concrete manner several aspects concerning diversity in school history teaching and puts students at the centre of their relationship to other cultures. This article tries to point out some markers for reflection concerning the links between migration, history and citizenship teaching and the notion of otherness.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128666975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2022.008.01.85
M. Brunet
Unlike the field of women’s history which has been strongly influenced in recent decades by historian Joan W. Scott’s proposal to make gender a category of historical analysis, history education has yet to theorize thoroughly the concept of gender. Using an example from a history classroom practice, this article discusses the possible didactic implications of various definitions given to the concept of gender by educators, as well as the relative importance they attribute to questions related to gender in history.
近几十年来，历史学家琼·w·斯科特(Joan W. Scott)提出将性别作为历史分析的一个范畴，这一建议对妇女史领域产生了强烈的影响，但与此不同的是，历史教育尚未将性别概念彻底理论化。本文以历史课堂实践为例，讨论了教育者对性别概念的不同定义可能带来的教学意义，以及他们赋予历史中性别相关问题的相对重要性。
{"title":"Définir le genre: implications pour l’enseignement de l’histoire des femmes et pour la formation à l’enseignement","authors":"M. Brunet","doi":"10.33055/didacticahistorica.2022.008.01.85","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2022.008.01.85","url":null,"abstract":"Unlike the field of women’s history which has been strongly influenced in recent decades by historian Joan W. Scott’s proposal to make gender a category of historical analysis, history education has yet to theorize thoroughly the concept of gender. Using an example from a history classroom practice, this article discusses the possible didactic implications of various definitions given to the concept of gender by educators, as well as the relative importance they attribute to questions related to gender in history.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126700386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2016.002.01.117
N. Guillaume-Gentil
Le module présenté ici permettra d’aider les élèves à prendre conscience des nombreux mouvements d’indépendance des peuples – ou de reconnaissance de leur existence – qui ont caractérisé le xxe siècle, en marge des grandes guerres et faits plus connus de cette période. Sur la base d’un documentaire, Le siècle des libertés, les étudiants constatent que de nombreux événements sont rarement évoqués, alors qu’ils comportent une masse importante d’informations expliquant la complexité du monde actuel et les enjeux collectifs des civilisations d’aujourd’hui. Cet exercice permet d’exploiter l’analyse de texte sur une base audiovisuelle, d’entraîner la prise de notes et sa restitution sous forme de document synthétique et soutient la mise en valeur des synergies entre deux branches : l’histoire et le français. Enfin, il favorise l’approfondissement des connaissances liées à la culture générale et le travail heuristique des étudiants.
{"title":"Un cas pratique d'interdisciplinarité en histoire - géographie - éducation à la citoyenneté : les luttes pour la liberté au xxe siècle","authors":"N. Guillaume-Gentil","doi":"10.33055/didacticahistorica.2016.002.01.117","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2016.002.01.117","url":null,"abstract":"Le module présenté ici permettra d’aider les élèves à prendre conscience des nombreux mouvements d’indépendance des peuples – ou de reconnaissance de leur existence – qui ont caractérisé le xxe siècle, en marge des grandes guerres et faits plus connus de cette période. Sur la base d’un documentaire, Le siècle des libertés, les étudiants constatent que de nombreux événements sont rarement évoqués, alors qu’ils comportent une masse importante d’informations expliquant la complexité du monde actuel et les enjeux collectifs des civilisations d’aujourd’hui. Cet exercice permet d’exploiter l’analyse de texte sur une base audiovisuelle, d’entraîner la prise de notes et sa restitution sous forme de document synthétique et soutient la mise en valeur des synergies entre deux branches : l’histoire et le français. Enfin, il favorise l’approfondissement des connaissances liées à la culture générale et le travail heuristique des étudiants.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126989355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2015.001.01.57
Nadine Ritzer
During the Cold War, discourse about the «spiritual national defence» against «the Communists» was widespread in Switzerland. To strengthen the young generation’s will to defend their country, the heroic history of successfully fought battles in the Middle Ages was seen as important. The national master narrative was taught until the 1980s. Nevertheless, history teachers agreed that contemporary and world history had to become a school subject too. Furthermore, international organizations proposed peace education through schools, for which history lessons could serve as examples.
{"title":"Mit Tell gegen den Kommunismus ? Geschichtsunterricht im Zeichen des Kalten Krieges","authors":"Nadine Ritzer","doi":"10.33055/didacticahistorica.2015.001.01.57","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2015.001.01.57","url":null,"abstract":"During the Cold War, discourse about the «spiritual national defence» against «the Communists» was widespread in Switzerland. To strengthen the young generation’s will to defend their country, the heroic history of successfully fought battles in the Middle Ages was seen as important. The national master narrative was taught until the 1980s. Nevertheless, history teachers agreed that contemporary and world history had to become a school subject too. Furthermore, international organizations proposed peace education through schools, for which history lessons could serve as examples.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130617349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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