teaching history in thrace in digital age

Teaching history in Thrace in digital age .-An educational program for Greek Muslims students-

Makris Sotirios High school History teacher in Xanthi

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The region of Thrace

XANTHI

KOMOTINI

ALEXANDROUPOLI

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THRACE(coexistence Christians- Muslims)

XANTHIKOMOTINI

ALEXANDROUPOLI

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The Lausanne Treaty in 1923

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TERMS OF TREATY

Compulsory exchange of populations between Greece and Turkey on the basis of religion.

Muslims of Western Thrace and the Christians of Istanbul excluded.

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Nowadays in Thrace

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The Muslim students educational program

http://www.museduc.gr

since 1996

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Aims

To improve the education of children of the Muslim minority in Thrace

To reinforce harmonious integration of children of the Muslim minority in the Greek society and the acceptance by the majority as equal citizens

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Actions

new books and educational material(printed-digital) that follow modern pedagogical principles

exploitation of technologyremedial Teachingmethod of teaching Greek as a second languageThe pilot History teaching

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The pilot History teaching

applied in state schools (minority-mixed)used the textbooks provided by the Program

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The aims of the educational material

To be used as alternative content sources implementing the curriculum,

To promote differentiated teaching strategies in History lesson , in mixed classes

To encourage teachers practice the use of multiple content sources

To forward the production of further differentiated teaching activities and lesson plans resulting in more effective History teaching

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The philosophy of History textbooks

Promotion of the spirit of coexistence and reconciliation of the nations

Approach knowledge in a multi-perspective and interdisciplinary way

Form a new political identity, the identity of citizens of a united, multi-cultural and supranational Europe

Submersion the ethnocentric approach of history.Critical process of historical sources. Multidimensional approach of historical events

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History textbooks (specific features)

Comprehensive languageRationalization of history and its conversion

into acquaintance material of the past on the basis of critical process

Emphasis on documentationPresentation of different historical

interpretations

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An example (2nd world war)introductory information

Basic information

hyperlinks

reference

Maps (replacing lengthy narratives)

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the pictures of the books do not function just as

illustrations but constitute historical documents

pursuing the development of students critical

thinking

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Historical sources • complement ,• illustrate , • expand , • develop

critical ability

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State Textbooks

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21th century challenges

Increasing diversity and mobility have been changing European societies

Economic and social inequalitiesChallenges to the concept and practice of

living together, including inter-ethnic, inter-cultural and inter-religious tensions and the development and dissemination of stereotypes

Threats to political and social stability Changes in patterns of social networking and

means of communication

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The pilot history teaching and its importance for the region of Thrace

MisinformationManipulation Stereotype diffusionIntolerance

THE GREATEST DANGERS IN DIGITAL ERA

stressing the

importance of history teaching

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Pilot history teaching ….

assists students to cultivate historical thought acquires those skills that will allow students to

develop their critical ability so as to surf safely through the digital “sea”.

interfaces students with the essence of historical research

helps students to distinguish when information is needed as well as to detect, evaluate and effectively use each piece of information.

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Example Questions Read the text P 8.52 .A. What kind of text is it? Who wrote it and

when; What is it about ? What does it refers to? Is the text contemporary to the events referred or is it later than the time described ? Justify your answer .

B. Which are the informative points of our text ? At which points do the author review the information and give his personal opinion?

C. Which is his / her opinion? Justify your answer .

D. Search in the internet sources with analog content . Who is the author ? What is the purpose of the text ? (Target Audience)

E. Do you recognize any similarities between the different era ?Are they promoted different Stereotypes ?

F. Send an email to which you are replying to the author of the article.

Ο μη γερμανικός πληθυσμός των ανατολικών εδαφών [οι Πολωνοί] δε θα πρέπει να έχει οποιαδήποτεεκπαίδευση ανώτερη από τη στοιχειώδη [=τα βασικά, τα απολύτως απαραίτητα] [...]. Θα πρέπει ναδιδάσκονται μόνο απλή αριθμητική έως το 500 το πολύ, [να ξέρουν] πώς να γράφουν το όνομά τους,ότι είναι εντολή του Θεού να υπακούνε τους Γερμανούς, να είναι ειλικρινείς, να δουλεύουν σκληράκαι να φέρονται καλά. Βρίσκω περιττή τη διδασκαλία της ανάγνωσης.Χάινριχ Χίμλερ, Υπόμνημα στο Χίτλερ [για την κατάσταση στην Πολωνία], Μάιος 1940

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Working with the program material

Interactive Whiteboar

d

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Harnessing students digital experience

to Digital scenarios the students: realize their social and cultural

conditions that influence the formation of

historical interpretations

result in valid

conclusion

acquire communicative and social

skills (cooperation

, self-motivation, interaction)

Observe-compare-compose

–learn how to learn

Involved creative

digital experience +program material = digital scenarios

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Problem Solving an example of intertemporal research of an issue by digital

documentation comparison

Economic crisis 1929- Greek economic crisis

"The great city" paintied by German painter Otto Dix is showing nouveaux

riches having a good time (1928). In the interwar period most people continued to live in poverty. But for some crisis was the opportunity to make money and live in comfort, "crazy years" as

they named. Page 167

Unemployed looking for work.

Page 168

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Activities (in IT classroom)

Observe the two pictures. What is their message ?

research the internet pictures with analog content. Are there similarities?

investigate the causes of the problem

compare two periods timeCompose a presentation(ppt)

on the reasons leading to financial crisis

Learning is not treated as textbooks units but as targets

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Does the pilot history teaching develop critical thinking in the digital era?

To challenge and re-evaluate information To deeper understand historical issues and

their complexityTo detect deliberate digital misinformation To recognise stereotypes in media

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students presentation

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Does the pilot history teaching develop critical thinking in the digital era?

To strengthen their resistance to manipulation

To approach historical knowledge To involve students into the historicalTo compare and challenge the reliability of

sourcesTo think multidimentionally

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Students assessment

At all 1o%A little 22%enough 34%very 34%

Do the activities promote active

learning process and engage the student in

critical ability ?

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Conclusion

Curriculum (aims)

Material (digital-printed) Philosophy(strategies-approach)

Digital citizenship education

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«ὄλβιος ὅστις ἱστορίης ἔσχεν μάθησιν»Ευριπίδης , αρχαίος ποιητής (485 π.Χ- 406 π.Χ)«happy is the man who has gained knowledge through

inquiry »Euripides, ancient poet (485 bC- 406 bC)

«those who do not remember the past are condemned to relive it».

George Santayana, 1863-1952, Spanish philosopher

Thank you