teaching history in thrace in digital age
TRANSCRIPT
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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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