Sommerpause | Vacances d’été
Die Komplexität von Geschichtslehrplan-Vorgaben
Eine Geschichts-/Gedächtnis-Matrix für den Geschichtsunterricht
On what grounds do the interventions of school history rest? Why not simply accept “spontaneous” community memory, family myth, commercially produced narratives (e.g., Hollywood cinema) or other state-sponsored memories (e.g., national...
Geschichte als Schulfach definieren
History curriculum documents for schools often contain a statement providing a description or definition of the nature of the subject. Recent developments in South Africa draw attention to the need to provide a justification for the vision and purpose of History as a school subject.
In Berlin und Brandenburg sollen die Rahmenlehrpläne “modernisiert” und “entschlackt” werden, das Resultat ist eine Abschaffung des Fachs Geschichte in den Klassen 5 und 6 und eine oktroyierte Methodenmonomanie im... Read More ›
Denkmalsturz rückwärts. Ein verlorener Gedenkort | Iconoclasme inverse. Un lieu de mémoire perdu
Following the irreparable destruction of the equestrian statue depicting Wilhelm I at the Deutsches Eck (German Corner) in Koblenz, a national flag, mounted on the abandoned torso, was located there from 1953 till 1993. ...
Geschichtstheoretische Kenntnisse: Mangelhaft.
Numerous texts on the didactics of history are permeated with stylish jargon that has nothing to do with the established terminology of the theory of history. This is just not simply a matter of buzzwords – this jargon represents, instead, obscuring terminology and the vocabulary of idlers.
Rassismus - ein kulturwissenschaftliches Totschlagargument?
In the culture of politics and history, racism is a thoroughly over-used term. It belongs neither to political nor to cultural-scientific lines of thought, and its meaning has been poorly defined.
"Public History" – Aufhebung einer deutschsprachigen Debatte?
The English term "Public History" is, as is so common for borrowed foreign words, discursively relaxing; an argumentative deus ex machina. It appears as an ideal compromise in a long ...
Lokalgeschichtliches Wissen statt Regionalfolklore
The question about the relevance and applicability of historical knowledge becomes particularly urgent in the context of local history and regional history.
Enseigner l’histoire pour former la pensée critique? | Geschichte vermitteln um kritisches Denken auszubilden?
Students do not simply develop an adequate understanding of "critical thinking" "in a natural way", neither if they are taught history or another subject.
Interdisziplinäres Forschen in Geschichtsdidaktik
If we try to focus on the differentiation of empirical research in history didactics, we see that the German-speaking world is currently putting a greater emphasis on interdisciplinary teams like HiTCH.
Wissen2go – Frontalunterricht auf YouTube
On YouTube's Wissen2go channel, a journalist explains history and politics to half a million followers. The Russian Revolution is in high range of popularity. Why are there so many viewers and what does this say about teaching history?
"Polskie obozy" – świadome czy nieświadome fałszowanie historii? | Unglückliche Wortwahl - oder steckt mehr dahinter?
In the textbook "Geschichte und Geschehen" the term "mass deportations to Polish camps" is erroneously used in the chapter about the Holocaust. The knowledge of the textbook’s authors, editors and teachers has thus been called into question.
Über Public History twittern
This article describes the way in which the commemoration of the First World War’s centenary is dealt with on Twitter and observes how Twitter promotes both public activities with the past and the expertise of public historians online.
Grenzen im Kopf: Die mexikanische und die Berliner Mauer
In order to understand previous and contemporary political conflicts through history education in both formal and informal environments, it is imperative to comprehend what has happened and where a certain event has happened.