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Developing a Culture of Co-Operation DEVELOPING A CULTURE OF CO-OPERATION WHEN TEACHING AND LEARNING HISTORY The opinions expressed in this work are the responsibility of the author(s) and do not necessarily reflect the official policy of the Council of Europe. All rights reserved. Except for non- profit educational use and within the framework indicated in the user guide, no part of this publication may be translated, reproduced or transmitted, in any form or by any means, electronic (CD-Rom, Internet, etc.) or mechanical, including photocopying, recording or any information storage or retrieval system, without prior permission in writing from the Directorate of Communication (F-67075 Strasbourg Cedex or [email protected]). The Council of Europe encourages translations of this publication into other languages for educational use, but authorisation is still required. Layout : Calligramme Cover photo: Shutterstock © Council of Europe, December 2016 DEVELOPING A CULTURE OF CO-OPERATION WHEN TEACHING AND LEARNING HISTORY Council of Europe CONTENTS PREFACE 9 INTRODUCTION 11 ACKNOWLEDGEMENTS 16 A CULTURE OF CO-OPERATION AND THE CO-OPERATION OF CULTURES: A CONCEPT PAPER 19 REFERENCES 25 TRAINING UNIT 1: DOES DIFFERENTIATION HAVE TO MEAN DIFFERENT? 26 PART ONE: EXPLORING THE IDEAS 27 Introduction 27 Objectives 28 Theoretical background and points to consider 28 Differentiation in the classroom 33 PART TWO: APPLYING THE IDEAS 41 Introduction 41 Historical context 41 Cypriot curriculum context 42 Teaching methodology 43 Teaching and learning sequence 1: When was Ottoman control over Cyprus at its height 44 Teaching and learning sequence 2: Differentiating frequently taught topics: The Siege of Nicosia 56 REFERENCES 66 TRAINING UNIT 2: DEVELOPING EMPATHY AS AN HISTORICAL SKILL 67 PART ONE: EXPLORING THE IDEAS 68 Introduction 68 Objectives 69 Theoretical background and points to consider 69 Exploring constructions and models of empathy in the classroom 79 3 PAGE 4 PART TWO: APPLYING THE IDEAS 85 Introduction 85 The first example: The Battle of Lepanto: empathy to understand people’s thoughts and feelings 85 Historical background 86 Cypriot curriculum context: The first example 87 Teaching and learning sequence 1: Using historical empathy to understand actions at, and reportage of, a key event: The Battle of Lepanto 89 The second example: Appeasement, Neville Chamberlain’s dilemma: Empathy to understand context, values, thinking and decision making 114 1930s appeasement: Historical background 114 Cypriot curriculum context: The second example 115 Teaching and learning sequence 2: Appeasement in 1930s: Empathy to understand actions 116 REFERENCES 123 TRAINING UNIT 3: GENDER AND INCLUSIVITY 124 PART ONE: EXPLORING THE IDEAS 125 Introduction 125 Objectives 125 Theoretical background and points to consider 126 Gender in the history curriculum 136 PART TWO: APPLYING THE IDEAS 141 Introduction 141 Cypriot context 142 Cypriot curriculum context 147 Teaching methodology 148 Teaching and learning sequence: Reading history through gendered statues 149 REFERENCES 157 TRAINING UNIT 4: DEALING WITH STEREOTYPES 159 PART ONE: EXPLORING THE IDEAS 160 Introduction 160 Objectives 160 Theoretical background and points to consider 160 Stereotypes in the history classroom 165 PART TWO: APPLYING THE IDEAS 175 Introduction 175 Activity 1: Interaction between cultures in Cyprus 176 Activity 2: Exploring generalised and stereotypical statements 181 Activity 3: Stereotyping people 185 Activity 4: Interpreting images and symbols 187 Activity 5: The identity of where we live 190 REFERENCES 193 PAGE 5 TRAINING UNIT 5: SOCIETIES LIVING TOGETHER: UNDERSTANDING CULTURAL DIVERSITY IN TEACHING AND LEARNING HISTORY 194 PART ONE: EXPLORING THE IDEAS 195 Introduction 195 Objectives 195 Theoretical background and points to consider 196 What might a history curriculum that promotes an understanding of cultural diversity look like? 204 PART TWO: APPLYING THE IDEAS: ARCHAEOLOGY AS A WAY ON UNDERSTANDING CULTURAL DIVERSITY 206 The context 206 The Cypriot context 209 Using artefacts to develop historical knowledge and historical thinking 211 A model of student progression in working with artefacts 212 Developing relevant skills and historical concepts 214 Teaching and learning sequence: working with objects 221 REFERENCES 232 TRAINING UNIT 6: USING LITERATURE, ART AND FILM TO AID HISTORICAL UNDERSTANDING 233 PART ONE: EXPLORING THE IDEAS 234 Introduction 234 Objective 234 Theoretical background and points to consider 234 Using the arts in the classroom 240 PART TWO: APPLYING THE IDEAS 252 Aiding historical understanding using literature 252 Aiding historical understanding using art 253 Aiding historical understanding using film 257 REFERENCES 266 TRAINING UNIT 7: INFORMATION COMMUNICATIONS TECHNOLOGY AND HISTORY TEACHING 267 PART ONE: EXPLORING THE IDEAS 268 Introduction 268 Objectives 268 Theoretical background and point to consider 268 ICT in teaching and learning 271 Practical uses of ICT in the history curriculum 280 PART TWO: APPLYING THE IDEAS 287 Introduction 287 Cypriot curriculum context 287 Using ICT to start a learning sequence 288 Teaching and learning sequence 1: Making a short radio style report on The Siege of Nicosia, 1571 289 PAGE 6 Teaching and learning sequence 2: Making a short TV style documentary on The Ottoman Period in Cyprus 291 Teaching and learning sequence 3: Making a stop-motion video about the Battle of Lepanto 294 Teaching and learning sequence 4: Using the internet for research in support of sophisticated thinking on historical significance 297 Teaching and learning sequence 5: Using web searches critically to question representation and interpretations 299 Teaching and learning sequence 6: Multimedia presentations to present a local history enquiry: ‘Historic Cyprus, Meeting Point of Cultures’ 302 AUDITING TOOL: HISTORY TEACHERS’ USE OF ICT IN THEIR TEACHING 306 Use of ICT in teaching 306 REFERENCES 313 NOTE TO READERS This publication is intended primarily for self-study: there are a number of points at which the reader is asked to reflect on their reading and consider some questions. In Part One of each training unit these are shown in the text in a break out box headed ‘Points to consider’; in each Part Two they are headed ‘Working with students’. Worksheets and other material associated with lessons are contained within the text with a PRINT button. By clicking on a print button shown in the text, the reader is transferred to a printable PDF and by using the print facility of their own device can print copies of the relevant worksheet. PAGE 7 PREFACE INTRODUCTION ACKNOWLEDGEMENTS PREFACE PREFACE The e-publication Developing a culture of co-operation when teaching and learning history is a self-study text for teachers and trainee teachers. It is intended to further the professional development of teachers and supplement other aspects of pre-service or in-service training. A chapter discussing the broad concept of a ‘culture of co-operation’ is followed by seven training units, each dealing with a key aspect of teaching and learning history. Each training unit comprises a theoretical part in which the reader is encouraged to read and reflect (“Exploring the ideas”) and a practical part in which the reader is challenged to consider how to work with pupils (“Applying the ideas”). History teachers working in diverse multicultural societies will find a rich source of ideas to explore and apply. The Council of Europe, since its creation in 1949, has considered history teaching to be a subject of intrinsic value as well as of political importance. The significance of this subject is clearly reflected in the European Cultural Convention (1954) and has been confirmed at the highest political level since its inclusion at the Council of Europe’s Summits of Heads of State and Government. In recent years, the Council of Europe’s education programme, including history teaching, has developed and promoted intercultural dialogue as a basis for inclusivity and living together. Our Organisation sees diversity and intercultural dialogue as essential tools for building mutual understanding, trust and confidence in Europe. This is reflected in Recommendation Rec(2001)15 on history teaching in twenty-first-century Europe, and Recommendation CM/Rec (2011)6 on intercultural dialogue and the image of the other in history teaching, adopted by all member states of the Council of Europe, as well as in the White Paper on Intercultural Dialogue: Living together as Equals in Dignity, launched in 2008. But what makes history teaching essential? Firstly, it gives new generations an opportunity to travel in historical space, to learn from previous experience and develop the ability to better understand and evaluate present-day political and social processes. Secondly, an understanding of history helps to develop important skills and attitudes such as critical thinking, open-mindedness and tolerance. As a result, young people are better prepared for life in present-day society, to understand the value of cultural diversity, and to be willing and able to communicate with those belonging to different cultures, religions and linguistic groups. Furthermore, historical knowledge can help young people feel that they are not only citizens of their own countries, but are also representatives of their region and belong to the world as a whole. In this respect history education makes an important contribution to the development of essential PAGE 9 PREFACE competences for citizens of democratic societies as reflected
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