This student thesis seeks answers on history teachers´ view on the purpose of their subject, how their view on the purpose affects their teaching and how all of this affects the possibilities given to the students who study the past. The Swedish teaching plan and the curriculum of the subject history are loaded with tension. Based on this tension Swedish students attending secondary school are, on one hand supposed to affirm a certain way of understanding the past while on the other hand be educated in critical and independent thinking. In other words, the subject of history could either confirm a certain view of the past or critically view it. It is also worth pointing out that one does not cancel the other out. History teaching can contain both perspectives. While it would be interesting to apply our main questions on the whole course of the subject of history the main focus of this thesis lies within the theme of genocide. Based on interviews with Swedish history teachers this thesis explores what they see as the purpose of their subject and in particular the purpose in the theme of genocide teaching. What approach does teachers have in their teaching and how does this affect the possibilities given to the students? The result shows that history teachers´ main focus lies in more concrete knowledge, thereby excluding the previous statement about critical thinking. History teachers are also dissatisfied with the time given to the subject of history in upper secondary school. Although the teachers mainly focus on confirming certain views of the past there are teachers who, in some cases, lean towards a teaching method with critical thinking as the focal point. The respondents also vary in the way they give students possibilities to meet the past. These possibilities are often predetermined by the teachers and students’ possibilities to express critical thinking is therefore reduced and limited. While this student thesis is based around the theme of genocide teaching, the result does not necessarily suggest that the students never get the opportunity to express free critical thinking. Therefore, the result shows that the purpose of the subject of history, as presented by the interviewees, is multilayered and seldom based around only one given perspective.

The purpose of this study has been to research what is included in the First World War teaching in English compulsory school. The teaching of this historical event is performed in a context where the war is yearly commemorated and given attention in society at large in various ways. Through conducting interviews with six history teacher working at a school in northeastern England the study was set out to investigate how teaching of the war is performed in general as well as with specific focus directed towards potential challenges in connection to the remembrance events, the collectively remembered public history and issues such as gender and colonial representation. The study shows that there is a clear focus on the past in the teaching of the war with trench warfare and life during the war being issues that are discussed. Connections are further made to the present where the importance of remembrance is stressed. The main challenge experienced by the teachers regarding the First World War is the lack of living witnesses due to the time distance. In consequence, the war is seen as less relevant to learn about among the pupils. However, remembrance symbols can in this instance be a tool in order to entice interest for the study of the war and the common perception among the teachers is that the pupils enjoy the study of the First World War.

The war in Vietnam was a conflict that happened during the Cold War. In the 1960s USA chose to join the war with the hope of stopping the spread of Communism. The war did not go as planned; instead the outcome was that the Americans lost. During and after the war in Vietnam several songs have been made. Some as protest of the war, others the opposite and had a positive attitude about USA and their participation in the war. In this thesis seven songs regarding the war in Vietnam have been analyzed. The aim of the thesis was to investigate the use of history in different lyrics about the war in Vietnam. An oriented interpretation textual analysis has been applied to the content. The theoretical part of the thesis that was chosen is the use of history as a theory. The theory of the thesis is based on Klas-Göran Karlsson’s typology where he list Scientific, Existential, Morally, Ideological, Non-use, Political-pedagogical and Commercial use of history. To search for the answer in how the artists applied a use of history, the typology of Karlsson and also added Robert Thorp’s four different ways which are Traditional, Exemplary, Critical and Genetic. The result of the thesis was that the war in Vietnam does not appear as clearly in the earlier songs as it did in the songs from the 1980s. Regarding the use of history the result showed that the songs apply the use of history in different ways to state their message.

I föreliggande examensarbete har fem historielärares uppfattningar kring elevers läsförståelse, läsande av historiska texter, dess påverkan av undervisningen och ämnet undersökts. Syftet med examensarbetet är att belysa sambandet mellan elevers läsförståelse och deras utvecklande av historiemedvetande. En kvalitativ metod med semistrukturerade intervjuer har använts för att generera data, som har genomgått en analys med metoden grounded theory. För att besvara examensarbetets syfte har arbetet två forskningsfrågor, nämligen hur historielärare arbetar med elevers läsande av historiska texter samt hur historielärarna upplever att elevernas svårigheter med textläsningen påverkar historieundervisningen. Historielärarna har ett antal strategier som de använde sig av när eleverna skulle läsa historiska texter i historieundervisningen. Strategierna kan kategoriseras som begrepp och elevers ordförråd, högläsning, diskussion, förkunskap och att anpassa och tydliggöra för eleverna. Historielärarna upplevde att elevers svårigheter med textläsningen påverkar historieundervisningen, vilket har genererat att lärare undviker och minskar omfånget text och att det finns ett behov av strategier när historiska texter ska läsas. Resultatet visade utifrån undersökningen, dess teoretiska ramverk och forskningsläge, att historiska texter kan främja för elevers utvecklande av historiemedvetande, men på grund av deras bristande läsförståelse behöver de få stöd av strategier. Strategierna som lärarna använde sig av är betydelsefulla för elevers läsförståelse, läsande av historiska texter och utvecklande av historiemedvetande. Detta resultat har även kunnat stärkas med vetenskaplig forskning som berör historiemedvetande och läsförståelse. / Five history teachers’ perceptions of students reading comprehension, reading of historical texts, the influence of education and the subject has been examined in this article. The purpose of this study is to elucidate the relationship between students' reading comprehension and their development of historical consciousness. A qualitative method of semi-structured interviews was used to generate data that has undergone analysis method grounded theory. To answer the article purpose this article has two research questions, namely how history teachers work with students reading of historical texts and how the history teachers feel that students' difficulties with the text reading affects the teaching of history. History teachers have a number of strategies that they use when students would read historical texts in history teaching. The strategies can be categorized as concept and students' vocabulary, reading aloud, discussion, qualifications, and to adapt and make clear to the students. History teachers felt that students' difficulties with the text reading affects the teaching of history, which has generated that the teacher avoids and reduces the scope of the text and there for there is a need of strategies when historical texts are to be read. The results showed on the basis of the study, its theoretical framework and research location, the historical texts can promote the students' development of historical consciousness, but because out of their lack of reading skills they need to get the support of strategies. The strategies that the teachers made use of is important for students' reading comprehension, reading of historical texts and development of historical consciousness. This result has also been strengthened with scientific research relating to historical awareness and reading comprehension.

<p>Examensarbetets syfte är att undersöka vilka strategier lärare har för att historieundervisningen skall bli meningsfull i ett mångkulturellt klassrum. Med meningsfull i detta sammanhang menas att även andra länders historia, utöver den svenska historien, belyses i undervisningen. Ur syftet formulerades två frågeställningar, som avsåg undersöka hur historieundervisningens ser ut vad gäller val av innehåll och genomförande i ett mångkulturellt klassrum, samt hur historieundervisningen motiveras av lärare i ett mångkulturellt klassrum. För att finna dessa meningsfulla strategier har ett antal kvalitativa intervjuer med lärare som är verksamma i mångkulturella klasser genomförts.</p><p>Den tidigare forskningen visar på en monokulturell historieundervisning baserad på historisk tradition, normer, styrdokument, läromedel och lärares inställning. Utgångspunkt har därför varit att lärarna försätts i en situation där undervisningen inte kan bli annat än monokulturell.</p><p>Undersökningen visar på en historieplanering som främjar den svenska historien. Lärarna motiverar detta genom styrdokument, läromedel och tidsbrist. Vissa lärare har dock utvecklat olika strategier för att skapa en meningsfull historieundervisning för elever med rötter i andra länder. Jämförande anknytningar till andra länder görs genom den svenska historien och traditioner undervisningen. Modersmålsundervisningen åläggs också ett ansvar att låta respektive elever studera sitt ursprungs historia.</p> / <p>This essay examines the strategies teachers may develop in multicultural classrooms in order to make the historical schoolwork meaningful to the students that have their origin in foreign countries. By meaningful this essay points out a teaching in History in multicultural classes that focuses on other countries, besides the history of Sweden.</p><p>In order to find meaningful strategies a number of interviews have been made with teachers that are active in multicultural classes.</p><p>The result of the interviews shows that the teachers planning in History promotes the history of Sweden. They motivate this by pointing out the guideline documents, history textbooks and lack of time. But at the same time the teachers have developed strategies to make their teaching in History meaningful to the students with an origin in other countries. This, by making comparing attachments to other countries history, while teaching the history of Sweden. Other strategies, that is often used by the interviewed teachers, is to bring in different cultural traditions to compare and letting the teachers in the subject of mother tongue be responsible for the learning of their native history.</p>

The thesis titled A Conceptual Integrated Approach to Teaching about the Cold War at the Upper-secondary School presents the topic of the Cold War as a subject matter for an educational project implemented into History lessons at a selected Prague upper-secondary school. The thesis consists of a theoretical and a practical part. The theoretical part is a summary of the information available in scholarly literature. It contains a detailed presentation of integrated thematic teaching which is based on understanding of the human brain operation (brain- compatible teaching). Furthermore, theoretical starting point is introduced as well as the method used to present the topic. The practical part explores how background material was collected (description of situation, problem, conditions, and development of project). It also presents the analysis and interpreting of background material. Next, the results of the project are stated, together with its problems and imperfections. The practical part is supplemented with the application of the project. It outlines other ways integrated thematic teaching can be used in education.

Diploma Thesis Project teaching - Monuments and personalities in Uhříněves is a project that was created with the primary school pupils as an example of the possible use of regional history in teaching. The thesis contains theoretical and practical part. The theoretical part is a summary of information from available literature. In this part of the thesis is closer introduced to the benefits and importance of regional history for history teaching in primary schools , along with anchoring regional history in the curriculum. There are also shown working methods, organizational forms and teaching aids, which the teacher can use in assigning regional history teaching. The practical part presents the project itself, its preparation, implementation and evaluation of the effectiveness of including the problems that occurred during the project, and the possibilities of how to avoid the problem. There are also outlined options for further use of the project. The thesis includes both text and image attachments that document the project.

This theses is divided into two main sections. First one, called TV show České století in scholarly discourse, is dealing with the TV show České století in the context of historiographical evolution, memory studies and historians' disputes and comments. Second one, called Utilization of TV show České století for teaching history, is practical and elaborates on using the TV show for teaching history classes. This part contains a complex approach for teaching history classes about the Velvet revolution at gymnasiums using epizode The very last hooray, including the historical, didactic and methodological analysis.

This diploma thesis deals with the project that should have introduced 14 personalities who made famous the city of Kladno and its surroundings. The project was defined for chosen students from The Grammar School of Kladno. The thesis is divided into two parts, theoretical and practical. The theoretical part relates to the issue of importance and contribution of regional history. Practical part describes in detail process and results of the project. The project contains of 14 personalities from the history of Kladno, the layout of lessons dealing with these personalities and biographies of personalities that were worked out by students as a result of the project.

Esta dissertação tem como objetivo analisar a recepção das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro- Brasileira e Africana, divulgadas após a lei 10639/2003, em uma escola de ensino básico no ABC paulista, e seu impacto nas aulas de História, uma das três disciplinas incumbidas de implementar o conteúdo proposto pelas Diretrizes. Ela faz uma análise crítica da introdução de conceitos multiculturais adaptados do racialismo normativo anglo-saxão, que estimulam a noção de pertencimento a comunidades étnicas ou grupais particulares dentro do corpo social. Tal análise crítica parte da constatação de que este movimento entra em choque com a concepção universalista que norteou o ensino público brasileiro no século XX, e desconsidera conceitos e formas de pensamento dos alunos que, embora trabalhados na escola, são anteriores a ela. A introdução de novos conceitos e práticas, como proposto pelas Diretrizes, é alvo de uma reflexão que situa suas origens e investiga seus desdobramentos nas salas de aula. O campo da atual pesquisa é uma escola pública em Santo André na qual, através de questionários, procurou-se traçar um perfil dos alunos da última série do Ensino Fundamental e do Ensino Médio, investigar suas expectativas de vida escolar e profissional e como relacionam mudanças e permanências no trânsito entre a escola, a família e a sociedade mais abrangente. A região do ABC foi a primeira grande concentração industrial de produtos de consumo do país, e os alunos da escola pública são filhos e netos de trabalhadores urbanos e industriais. Para eles a principal preocupação é o ingresso no Ensino Superior, bem como a sua inserção no mercado de trabalho. Eles relacionam a continuidade dos estudos com a ascensão social, e para eles a escola permanece um local de exercício da igualdade, uma base comum de onde se pode planejar e almejar o passo seguinte que os levará ao sucesso profissional. Aproximadamente metade dos alunos relatou que já foi vítima de algum tipo de preconceito, porém apenas uma pequena parte por cor ou raça. A grande maioria dos alunos desconfia dos discursos de diferenciação e, simultaneamente, mostra uma categórica rejeição às mais diferentes formas de preconceito; muitos enxergam a classificação racial como mais uma delas. Conclui-se que a percepção de preconceitos existe, e que eles se manifestam tanto dentro como fora da escola, porém esta continua a ser vista como a base comum na qual os mais pobres apóiam sua possibilidade de ascensão social. Os alunos reproduzem na escola as expectativas familiares e sua história e, naquele lugar específico, não são diferentes. Eles são indivíduos singulares, mas, como alunos da escola pública, continuam a manter o princípio básico de igualdade, apesar das tentativas de diferenciá-los no seu interior. Para o multiculturalismo normativo, a igualdade é o resultado da soma das diferenças. Esta pesquisa verificou que, para os alunos, a escola pública ainda é um lugar para o exercício da igualdade, e não um laboratório que sintetize tal soma por determinação legal. / This dissertation analyses the reception, at a basic school situated at São Paulos ABC region, of the National Curricular Guidelines for the Education on Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture, released after the approval of Federal Law 10639/2003. It discusses the impact of the Guidelines on History classes, one of the chosen disciplines that should implement its contents. A critical analysis is made of the introduction of multicultural concepts adapted from Anglo-Saxon normative racialism which stimulate notions of belonging to ethnical communities and particular groups inside the social body. This critical analysis sets off from the verification that this movement clashes with the universalistic conception that steered Brazilian public school throughout Twentieth Century, and ignores students concepts and ways of thinking that, although worked at school, existed before it. The introduction of new concepts and practices, as proposed by the Guidelines, is object of a reflection that defines its origins and investigates its unfolding inside the classes. The field of this research is a public school at Santo André; a questionnaire established a profile of students belonging to the last year of Basic School and High School, and investigated their expectations of school and professional life, how they relate changes and permanencies in the transit between school, family and society. The ABC region was the first big industrial cluster of mass products in Brazil, and students of public schools are children and grandchildren of urban and industry workers. Their main concern is to enter University, as well as getting a job. They relate continuing school with social upgrading, and for them school remains the place for exercising equality, a common basis where they can plan their next step, which can lead to professional success. Approximately half of the students refers to have been victim of some type of prejudice, but only a small part by their colour or race. The majority of them is wary of differentiating speeches and shows, simultaneously, an absolute rejection to different forms of prejudice, and many of them see racial classification as another type of it. Conclusions are that there is perception of prejudices, and that they appear inside as well as outside school; however, school continues to be seen as the common basis where the poorer found their possibilities of rising socially. Students reproduce, at the school, family expectancies and history. They are unique individuals, but, as members of public school, maintain the principle of equality, in spite of attempts of differentiating them. For normative multiculturalism, equality is the product of adding differences. This research found that for the students their school is still a place for exercising equality, and not a laboratory where this sum is performed by legal imposition.