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Developing a culture of co-operation when teaching and learning history (2016)

Teacher education
Format : PDF
CultureCoop
Type of document :
Document
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Language :
English
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15 MB
Number of pages :
314
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Developing a culture of co-operation when teaching and learning history is a bilateral history education project in Cyprus. The project aimed to raise awareness of teaching and learning history in its complexity in the context of  cultural diversity and globalisation, based on multiperspectivity with a view of overcoming stereotypes and prejudices and strengthening reconciliation processes as reflected in Recommendation (2011)6 on Intercultural dialogue and the image of the other in history teaching, adopted by the Council of Europe Committee of Ministers in 2011; and to help Cypriot young people to develop, through teaching and learning history, the skills and attitudes that enable co-operative living. These skills and attitudes include open-mindedness, empathy, emotional intelligence, mutual respect, active listening and self-expression.

The educational book is the main outcome of the project. It is intended for use in teachers’ education, is suitable for any mode of teacher training, and is also designed for self-study. The book refers to external sources.

Key areas for the professional development of teachers are represented by seven training units:

    Does differentiation have to mean different?
    Developing empathy as an historical skill
    Gender and inclusivity
    Dealing with stereotypes
    Societies living together
    Using literature, art and film to aid historical understanding
    Teaching history in a digital age

Each training unit comprises a theoretical part (‘Exploring the ideas’) and practical part (‘Applying the ideas’). This second part includes lesson plans and suggestions for teaching sequences. This tool is linked to the requirements of ongoing educational reform in Cyprus but also includes a wider perspective and a range of approaches which could be useful for history educators from other member states of the Council of Europe.

The book is available in English only.

The ideas and approaches developed in the book are directly linked to the on-going Council of Europe intergovernmental project Educating for diversity and democracy: teaching history in contemporary Europe.

PREFACE
INTRODUCTION
ACKNOWLEDGEMENTS
A CULTURE OF CO-OPERATION AND THE CO-OPERATION OF CULTURES: A CONCEPT PAPER
     REFERENCES
TRAINING UNIT 1: DOES DIFFERENTIATION HAVE TO MEAN DIFFERENT?
     PART ONE: EXPLORING THE IDEAS
     Introduction
     Objectives
     Theoretical background and points to consider
     Differentiation in the classroom
     PART TWO: APPLYING THE IDEAS
     Introduction
     Historical context
     Cypriot curriculum context
     Teaching methodology
     Teaching and learning sequence 1: When was Ottoman control over Cyprus at its height
     Teaching and learning sequence 2: Differentiating frequently taught topics: The Siege of Nicosia
     REFERENCES
TRAINING UNIT 2: DEVELOPING EMPATHY AS AN HISTORICAL SKILL
     PART ONE: EXPLORING THE IDEAS
     Introduction
     Objectives
     Theoretical background and points to consider
     Exploring constructions and models of empathy in the classroom
     PART TWO: APPLYING THE IDEAS
     Introduction
     The first example: The Battle of Lepanto: empathy to understand people’s thoughts and feelings
     Historical background
     Cypriot curriculum context: The first example
     Teaching and learning sequence 1: Using historical empathy to understand actions at, and reportage of, a key event: The Battle of Lepanto
     The second example: Appeasement, Neville Chamberlain’s dilemma:
     Empathy to understand context, values, thinking and decision making
     1930s appeasement: Historical background
     Cypriot curriculum context: The second example
     Teaching and learning sequence 2: Appeasement in 1930s: Empathy to understand actions
     REFERENCES
TRAINING UNIT 3: GENDER AND INCLUSIVITY
     PART ONE: EXPLORING THE IDEAS
     Introduction
     Objectives
     Theoretical background and points to consider
     Gender in the history curriculum
     PART TWO: APPLYING THE IDEAS
     Introduction
     Cypriot context
     Cypriot curriculum context
     Teaching methodology
     Teaching and learning sequence: Reading history through gendered statues
     REFERENCES
TRAINING UNIT 4: DEALING WITH STEREOTYPES
     PART ONE: EXPLORING THE IDEAS
     Introduction
     Objectives
     Theoretical background and points to consider
     Stereotypes in the history classroom
     PART TWO: APPLYING THE IDEAS
     Introduction
     Activity 1: Interaction between cultures in Cyprus
     Activity 2: Exploring generalised and stereotypical statements
     Activity 3: Stereotyping people
     Activity 4: Interpreting images and symbols
     Activity 5: The identity of where we live
     REFERENCES
TRAINING UNIT 5: SOCIETIES LIVING TOGETHER: UNDERSTANDING CULTURAL DIVERSITY IN TEACHING AND LEARNING HISTORY
     PART ONE: EXPLORING THE IDEAS
     Introduction
     Objectives
     Theoretical background and points to consider
     What might a history curriculum that promotes an understanding of cultural diversity look like?
     PART TWO: APPLYING THE IDEAS: ARCHAEOLOGY AS A WAY ON UNDERSTANDING CULTURAL DIVERSITY
     The context
     The Cypriot context
     Using artefacts to develop historical knowledge and historical thinking
     A model of student progression in working with artefacts
     Developing relevant skills and historical concepts
     Teaching and learning sequence: working with objects
     REFERENCES
TRAINING UNIT 6: USING LITERATURE, ART AND FILM TO AID HISTORICAL UNDERSTANDING
     PART ONE: EXPLORING THE IDEAS
     Introduction
     Objective
     Theoretical background and points to consider
     Using the arts in the classroom
     PART TWO: APPLYING THE IDEAS
     Aiding historical understanding using literature
     Aiding historical understanding using art
     Aiding historical understanding using film
     REFERENCES
TRAINING UNIT 7: INFORMATION COMMUNICATIONS TECHNOLOGY AND HISTORY TEACHING
     PART ONE: EXPLORING THE IDEAS
     Introduction
     Objectives
     Theoretical background and point to consider
     ICT in teaching and learning
     Practical uses of ICT in the history curriculum
     PART TWO: APPLYING THE IDEAS
     Introduction
     Cypriot curriculum context
     Using ICT to start a learning sequence
     Teaching and learning sequence 1: Making a short radio style report on The Siege of Nicosia, 1571
     Teaching and learning sequence 2: Making a short TV style documentary on The Ottoman Period in Cyprus
     Teaching and learning sequence 3: Making a stop-motion video about the Battle of Lepanto
     Teaching and learning sequence 4: Using the internet for research in support of sophisticated thinking on historical significance
     Teaching and learning sequence 5: Using web searches critically to question representation and interpretations
     Teaching and learning sequence 6: Multimedia presentations to present a local history enquiry: ‘Historic Cyprus, Meeting Point of Cultures’
     AUDITING TOOL: HISTORY TEACHERS’ USE OF ICT IN THEIR TEACHING
     Use of ICT in teaching
     REFERENCES

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