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Teaching 20Th-Century European History

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Teaching 20Th-Century European History TEACHING 20TH-CENTURY EUROPEAN HISTORY by Robert Stradling Project “Learning and teaching about the history of Europe in the 20th century” Council for Cultural Co-operation Council of Europe Publishing French edition: Enseigner l’histoire de l’Europe du 20e siècle ISBN 92-871-4465-6 The opinions expressed in this work are those of the author and do not all necessarily reflect the official policy of the Council for Cultural Co-operation or that of the Secretariat. Cover Design: Graphic Design Workshop, Council of Europe Council of Europe Publishing F-67075 Strasbourg Cedex ISBN 92-871-4466-4 © Council of Europe, January 2001 Printed in Germany A look at the 20th century.1 If I had to sum up the twentieth century, I would say that it raised the greatest hopes ever conceived by humanity, and destroyed all illusions and ideals. Yehudi Menuhin (musician) Historians can’t answer this question. For me the twentieth century is only the ever-renewed effort to understand it. Franco Venturi (historian) ______ 1. Quoted by Eric Hobsbawm in Age of extremes: the short twentieth century, Abacus, London, p. 2. Originally quoted in Paulo Agosti and Giovanna Borgese, Ritratti e parole di centosei pro- tagonisti del Novecento, Turin, 1992, pp. 2, 160. The Council of Europe was founded in 1949 to achieve greater unity between European parliamentary democracies. It is the oldest of the European political institutions and has forty-one member states,1 including the fifteen members of the European Union. It is the widest intergovernmen- tal and interparliamentary organisation in Europe, and has its headquarters in Strasbourg. With only questions relating to national defence excluded from the Council of Europe’s work, the Organisation has activities in the following areas: democracy, human rights and fundamental freedoms; media and communication; social and economic affairs; education, culture, heritage and sport; youth; health; environ- ment and regional planning; local democracy; and legal co-operation. The European Cultural Convention was opened for signature in 1954. This international treaty is also open to European countries that are not members of the Council of Europe, and enables them to take part in the Council’s pro- grammes on education, culture, sport and youth. So far, forty-seven states have acceded to the European Cultural Convention: the Council of Europe’s full member states plus Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, the Holy See and Monaco. The Council for Cultural Co-operation (CDCC) is responsible for the Council of Europe’s work on education and culture. Four specialised committees – the Education Committee, the Higher Education and Research Committee, the Culture Committee and the Cultural Heritage Committee help the CDCC to carry out its tasks under the European Cultural Convention. There is also a close working relationship between the CDCC and the standing conferences of specialised European ministers responsible for education, culture and the cultural heritage. The CDCC’s programmes are an integral part of the Council of Europe’s work and, like the programmes in other sectors, they contribute to the Organisation’s three main policy objectives: – the protection, reinforcement and promotion of human rights and funda- mental freedoms and pluralist democracy; – the promotion of an awareness of European identity; __________ 1. Albania, Andorra, Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Moldova, Netherlands, Norway, Poland, Portugal, Romania, Russian Federation, San Marino, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, “the former Yugoslav Republic of Macedonia”, Turkey, Ukraine, United Kingdom. 5 Teaching 20th-century European history – the search for common responses to the great challenges facing European society. The CDCC’s education programme covers school and higher education. At present, there are projects on education for democratic citizenship, history, modern languages, school links and exchanges, educational policies, training for educational staff, the reform of legislation on higher education in central and eastern Europe, the recognition of qualifications, lifelong learning for equity and social cohesion, European studies for democratic citizenship, and the social sciences and the challenge of transition. 6 CONTENTS Page Reader’s guide ..................................................................................... 9 Foreword ............................................................................................. 11 First part Historical themes and topics.......................................... 19 Chapter 1 Introduction .................................................................. 21 Chapter 2 The European dimension in history teaching................... 25 Chapter 3 Approaching selected topics ........................................... 35 Chapter 4 Approaching selected themes......................................... 65 Second part Methods and approaches............................................... 83 Chapter 5 Introduction ................................................................... 85 Chapter 6 Developing skills and concepts ....................................... 87 Chapter 7 Controversial and sensitive issues ................................... 99 Chapter 8 “Reading” visual archive material................................... 109 Chapter 9 Using simulations and role play ...................................... 125 Chapter 10 Multiperspectivity in history teaching ............................. 137 Chapter 11 Out-of-school learning opportunities ............................. 157 Chapter 12 Using new technologies: history on the Internet............. 171 Chapter 13 Approaches to teaching and learning ............................. 193 Third part Sources and resources.................................................... 205 Chapter 14 Introduction ................................................................... 207 Chapter 15 Oral history .................................................................... 211 Chapter 16 Use of contemporary written sources ............................. 227 Chapter 17 Television as a source ..................................................... 247 Chapter 18 Evaluating history textbooks........................................... 257 Chapter 19 Evaluating new technologies .......................................... 265 Appendices ...................................................................................... 273 Appendix I Contacts and information .............................................. 275 Appendix II The project “Learning and teaching about the history of Europe in the 20th century” ...................................... 285 7 READER’S GUIDE The author has included photos and numerous text boxes for classroom use. Depending on their length, some are included in the main body of the chap- ters, others are at the end. This guide is intended to help the reader find them quickly according to title. Chapter 3 – Approaching selected topics Box 1 British military forces in the 20th century, p. 37 Box 2 A timeline for European history in the period 1918-39, pp. 47-51 Box 3 A comparative approach to teaching about fascism, pp. 52-53 Box 4 The break-up of the Soviet Union: a reverse chronology, pp. 54-57 Box 5 The break-up of the wartime alliance between the Soviet Union, the United States and Britain, and the emergence of the cold war, pp. 58-60 Box 6 Primary source evidence of growing distrust between former allies in the post-war era, p. 61 Box 7 The downward spiral of economic recession, p. 62 Box 8 Flowchart mapping connections – the economic depression in the 1930s, p. 63 Chapter 4 – Approaching selected themes Box 1 Types of nationalist movement 1800-2000, p. 71 Box 2 The dynamics of the flow of economic migrants in 20th-century Europe, p. 74 Box 3 Waves of European migration in the 20th century, pp. 80-82 Chapter 7 – Controversial and sensitive issues Box 1 Northern Ireland and “The troubles” – an example of a controversial issue, pp. 103-105 Box 2 The Holocaust – an example of a sensitive issue, pp. 106-107 Chapter 8 – “Reading” visual archive material Box 1 Examples of photographs that have helped to shape our image of Europe in the 20 century, p. 112 Box 2 Framework for analysing historical photographs, pp. 117-118 9 Teaching 20th-century European history Photographs: Images of the first world war, p. 119 Box 3 Framework for analysing historical cartoons, pp. 122-124 Chapter 10 – Multiperspectivity in history teaching Box 1 The Jews in Prague, p. 144 Box 2 Students’ checklist to evaluate a textbook’s treatment of a historical event, p. 146 Box 3 The Algerian response to French colonial policy (1936-39), pp. 152-153 Box 4 Media reactions to heightening tensions in Cyprus in 1997, pp. 153-154 Box 5 How does it look from someone else’s point of view?, p. 155 Chapter 11 – Out-of-school learning opportunities Box 1 The Italians in Scotland, p. 160 Box 2 A visit to cemeteries commemorating the dead of World War II, p. 162 Box 3 The Blockmaker’s house, p. 164 Box 4 The work of the education department at the Museum of Science and Industry, Manchester, p. 165 Box 5 School museums and teaching history, pp. 167-170 Chapter 12 – Using new technologies: history on the Internet Box 1 Underlying causes of the crisis in the Balkans, p. 178 Box 2 Propaganda posters
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