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English and INTRODACTION CHANGES AND CONTINUITY IN EVERYDAY LIFE IN ALBANIA, BULGARIA AND MACEDONIA 1945-2000 UNDERSTANDING A SHARED PAST LEARNING FOR THE FUTURE 1 This Teacher Resource Book has been published in the framework of the Stability Pact for South East Europe CONTENTS with financial support from the Dutch Ministry of Foreign Affairs. It is available in Albanian, Bulgarian, English and INTRODACTION..............................................3 Macedonian language. POLITICAL LIFE...........................................17 CONSTITUTION.....................................................20 Title: Changes and Continuity in everyday life in Albania, ELECTIONS...........................................................39 Bulgaria and Macedonia POLITICAL PERSONS..............................................50 HUMAN RIGHTS....................................................65 Author’s team: Terms.................................................................91 ALBANIA: Chronology........................................................92 Adrian Papajani, Fatmiroshe Xhemali (coordinators), Agron Nishku, Bedri Kola, Liljana Guga, Marie Brozi. Biographies........................................................96 BULGARIA: Bibliography.......................................................98 Rumyana Kusheva, Milena Platnikova (coordinators), Teaching approches..........................................101 Bistra Stoimenova, Tatyana Tzvetkova,Violeta Stoycheva. ECONOMIC LIFE........................................103 MACEDONIA: CHANGES IN PROPERTY.......................................104 Todor Cepreganov, Iljo Trajkovski (coordinators), Kenan INDUSTRIAL DEVELOPMENT..................................127 Iseni, Ljupka Hristova, Mire Mladenovski, Nada Molerovich, Violeta Achkovska ENVIRONMENTAL AND SOCIAL EFECTS OF INDUSTRIALIZATION.......................................138 Design and Technical work: AGRICULTURAL DEVELOPMENT............................147 Mire Mladenovski Terms...............................................................169 English language support: Biographies......................................................170 Jill Klimaschewski and Lieke van Wijk Bibliography.....................................................170 Teaching approches..........................................171 Copyright: EUROCLIO Project Understanding a shared past, SOCIAL LIFE................................................173 learning for the Future. FAMILY LIFE.......................................................174 FAMILY RITUALS.................................................197 Publisher: WOMEN............................................................214 EUROCLIO, Assosiation of the History Teachers of TECHNOLOGY AND FAMILY LIFE............................230 the Republic of Macedonia Terms................................................................238 Printing house: Teaching approches..........................................239 Napredok RELIGION AND ATHEISM......................................240 Terms...............................................................265 Contact addresses: Association “Youth and History”, Maliq Muco st., pall. Biographies......................................................266 46/ap. 13. Tirana. Albania. Bibliography......................................................267 Department of Information and teachers training service, Teaching approches..........................................269 224 Tzar Boris III blvd, 1619 Sofia. Bulgaria. CULTURAL LIFE.........................................271 Association of the Historians of the R. of Macedonia, EDUCATION........................................................272 Grigor Prlichev st., No. 3, 1000 Skopje, Macedonia. SCIENCE............................................................326 EUROCLIO: ARTS.................................................................332 Juliana van Stolberglaan 41 LIFE STYLE........................................................357 2595 CA The Hague Terms................................................................368 The Netherlands Biographies......................................................369 Phone 31 70 3817836/ 31 70 3824872 Fax: +31 70 3853669 Bibliography.....................................................371 [email protected] CURRICULUM VITAE OF THE PROJECT PARTISIPANTS............................373 ISBN: 9989 - 776 - 07 - 6 2 UNDERSTANDING A SHARED PAST LEARNING FOR THE FUTURE Conférence Permanente Européenne des Associations de Professeurs d’Histoire European Standing Conference of History Teachers’ Associations The Past is not dead. It is not even past yet. William Faulkner Tell me, I forget, Show me - I remember, Involve me - I learn. (Hindu proverb) INTRODUCTION AND SHORT HISTORY AND DESCRIPTION OF THE PROJECT Long-term developments in European history and have to be able to work independently. They education should apply modern communication and information Europe is a continent of diversity in which over technology, books, articles and a variety of source forty countries each have a history of their own. In materials during their learning process. spite of this, a remarkably similar discourse is taking In Europe there is, on the whole, a clear move place in most European countries concerning the aims, in education from a teacher-oriented system to an content and approaches for the learning and teaching approach in which teachers help pupils to become of history1. independent learners3. The history teacher should not History teaching in Europe is presently moving be afraid of this change. The myth that pupils away from the concept of memorising the (official/ remember all that has been said in classroom has long national) truth about the past. At the same time, learning been refuted. Effective learning and remembering is about the past is considered essential for the based on a variety of learning styles. development of historical consciousness and a sense of the past in the minds of young people. In most The conflict between content and methods of history curricula we can now find that young people learning and teaching, knowledge and skills should be equipped with learning strategies that are The big issue in European history education applicable in their future personal and professional life. is how to balance knowledge, core competencies, History education also feels responsible for historical skills, values and attitudes in the curriculum. creating a positive attitude towards democracy among In many European countries the curriculum is still very young people. In the research project Youth and much knowledge based, but history educators in most History, more than 80 % of the history teachers countries are inclined to question this type of history answered the question which aims of learning curricula. It is already accepted by most history history they concentrate on: with I want them to educators that if pupils should acquire more internalise basic democratic values.2 understanding of what happened in the past, the To obtain tangible results with these new methods of working in the classroom have to undergo objectives, a new way of learning and teaching of considerable change. Approaches have to be history is required. Over the last twenty years, teacher introduced which enable pupils to think critically, to training, history education magazines and history form their own judgements and opinions, and to textbooks have demonstrated an intensive discourse acquire democratic skills and attitudes. and search for ideas and implementation strategies for However, with the introduction of a more skill an innovative and effective manner with which to learn based history curriculum, the traditional approach with and teach history. They all point towards the conclusion a wide variety of events, facts, names and data places that instead of teachers talking in front of the old-style curricula under pressure. Acquiring skills classroom, young people need to be more actively requires the introduction of sources, assign-ments and involved in learning. Pupils have to learn by doing, activities, and it is this sort of teaching and learning 1 This introduction makes use of work from the EUROCLIO/Matra Project New Ways to the Past, Ways to the Past: Searching, Versions, Ideas (Riga 2000). Available in Estonian, Latvian and Russian language versions. 2 Magne Anvik and Bodo Von Borries ed. Youth and History, the Comparative European Survey on Historical and Political Attitudes among Adolescents. Hamburg, Germany, 1997. Page B 75. 3 Council of Europe Recommendation, Rec (2001) 15 on history teaching in the twenty-first century. UNDERSTANDING A SHARED PAST LEARNING FOR THE FUTURE 3 that takes much more time in the classroom than the classrooms are now required to teach about urgent traditional approach. It is impossible within unchanged questions such as what were the roles, options and parameters of allotted time for history lessons in experiences of the people living in the Albania, school curricula to maintain the same amount of Bulgaria and Macedonia during this last century content. and why has life changed so much in the last For every historian the choice of what to leave fifteen years? out is very painful and often difficult. Consequently, A key-issue for this teacher resource book is many of the new curricula are still content loaded and to bring a recent and sensitive past alive for young very difficult to accomplish. As a result either much people, while at the same time keeping in mind the content has to
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