Volume 11.1 INTERNATIONAL JOURNAL OF HISTORY TEACHING LEARNING AND RESEARCH November 2012 www.history.org.uk International Journal of Historical Learning, Teaching and Research EDITORS Hilary Cooper, University of Cumbria Jon Nichol, The Historical Association Robert Guyver, Univesity College Plymouth, St. Mark and St. John, UK ASSOCIATE EDITORS Terry Epstein, City University, New York, USA Katherine Burn, Institute of Education, London, UK Arthur Chapman, Edge Hill University, UK EDITORIAL ADVISORY BOARD The revised membership of the Editorial Advisory Board will be published in the next edition, IJHLTR, 11.2. International Journal of Historical Learning, Teaching and Research is subject to a peer review process and is published twice a year: May/June and October/December. Editorial correspondence should be addressed to: [email protected] and [email protected] Submission of articles Full details of the form, layout and referencing conventions for articles to be submitted are included at the end of this edition. Advertising Full page/half page: enquiries to - telephone: [+44] 020 7820 5985 Annual Institutional subscription This will be for individual institutions. In 2013 the Historical Association will publish details of institutional membership for its on-line educational journals and related resources, including IJHLTR. Annual personal subscription Personal subscription to the Historical Association includes access to IJHLTR current and previous editions. To join the Historical Association please go to: http://www.history.org.uk/member/register.php Back issues These are posted on the Historical Association website www.history.ork.uk and are downloadable for Historical Association members. Delegates to the History Educators International Research Network [HEIRNET] annual conference receive a complimentary downloadable copy of the journal. International Journal of Historical Learning, Teaching and Research 2 CONTENTS Editorial Articles Eleni Apostolidou 7 Teaching and Discussing Historical Significance with 15 year-old students in Greece Manuela Carvalho and Isabel Barca 24 Students’ Use of Historical Evidence in European Countries P. Checkley and C. Checkley 40 ‘Future Teachers of the Past’ – An initial analysis of Initial Teacher Training students and their preparation to teach Primary History Marc Andre Ethier, David Lefrancois Francis Dupuis-Deri and 60 Stephenie Demers New Textbooks and the Twenty first century Programmes for Middle and High Schools: an analysis of history textbooks from Quebec Harry Havekes, Carla von Boxtel, 72 Peter–Arno Coppen and Johan Luttenburg Knowing And Doing History: A Contextual Framework And Pedagogy For Teaching Historical Contextualisation Terence Honing, Wout Claessens and Wilfried Admiraal 94 Effects of the Use of Concept Maps on Historical Overview Knowledge Danijela Trskan 106 City Squares – A Project Involving Swedish, Italian And Slovenian Upper Secondary Schools – The Role Of Common Localities In Establishing Historical Links Across Europe George Kokkinos, Panayotis Kimourtzis, Eleni Stefanou, 121 Panayotis Gatsotis and Zeta Papandreou. Greek Society’s Confrontation with the Traumas Caused by National Socialism: the case of the Distomo Massacre June 10th. 1944 International Journal of Historical Learning, Teaching and Research 3 CONTENTS Kieran Lusted 149 Does Early Years Education have a Role in Creating Children’s Notion of Difference and Diversity Mary N. Ntabeni 157 Lesotho Government Policies and History Education in the twenty-first Century Danijela Trskan 169 Past into Present: Civic Education And Citizenship In Slovenian History Curricula Arthur Chapman 188 'They' have come to differing opinions because of their differing interpretations: Developing 16-19 year-old English Students’ Understandings of Historical Interpretation through On-line Inter-institutional Discussion Alexander Maxwell 215 Provincialism and Cosmopolitanism in University History Teaching: A Ten-Country Sample of Course Offerings International Journal of Historical Learning, Teaching and Research 4 EDITORIAL The papers in The International Journal of History Education Teaching Learning and Research Vol.11.1, as in the previous issue, focus on ways in which History Education can be made relevant and inclusive, in response to different needs and contexts, and on curricula and teaching strategies which support this aim. Making history relevant The role of curricula Eleni Apostolidou investigates the ways in which The significance of the aims, objectives and fifteen year old students in Greece made and values of national curricula for history as the justified choices about what they considered to framework for what is taught at local and be historically significant, in order to construct school level is made clear in Danijela Trskan’s historical narrative. A project which has a second article. This examines changes in comparative and European dimension to local the perceived role of history and citizenship history and which allowed students to engage education, after Slovenia, which had been one with current issues and to make comparisons of the six republics of the Socialist Federal between past and present is described by Republic of Yugoslavia since 1945, became Danijela Trskan. In researching the problems independent in 1990. She traces the swing related to city squares in Sweden, Italy and from a curriculum which focused on creating Slovenia students’ awareness of evidence of cohesion and socialism across the six republics the past in the present was raised and as a to one which emphasizes Slovenian identity, result of their research they offered suggestions democracy and critical citizenship. Mary for enabling their city squares better to meet Mtabeni’s paper investigates another dimension the demands of local people and in particular, of the problems with government curricula: young people. In another interdisciplinary the gap between government policy and its approach which has deep resonances for other implementation in practice. cities George Kokkinos, Panayotis Kimourtzis, Eleni Stefanou and Zeta Papandreou explore ways in which present and past can be linked, in remembering and confronting traumatic memories of violence in the past, in ways not made possible by text books. International Journal of Historical Learning, Teaching and Research 5 Pedagogy Kieran Lusted, offering a rare and important Arthur chapman’s paper explores ways in which view from the experience of a primary school 16-19 year old students’ thinking about historical teacher, discusses the role of education before interpretations can be developed through on- the age of five, in developing a plural democracy, line discussions between students, historian and which recognizes diversity and toleration. a history education academic. Marc-Andre Ethier, David Lefrancois and Francis Depuis-Derri explore the reasons why teaching However Paul and Claire Checkley warn us programmes for much older students in Canada, that, in spite of research and discussion about which were claimed to focus on a reflective curricula, content and pedagogy and the and problem-solving approach were found to emphasis in research into history education in be mono-causal and linear in their approach the UK , the focus on literacy and numeracy, and attributed no active role in socio-historical both in primary schools and in Teacher Training changes to citizens. has impacted upon students’ ability to implement the history curriculum in primary schools. A trans-national study, involving Icelandic, Italian and Portuguese students, linking past and History is dynamic but how is change brought future in the context of the relationship between about in education which reflects this. It seem history education and citizenship, explores the that developments in curriculum and in pedagogy extent to which students in the final year of their are not always effective. But perhaps that is a history education, while studying the Roman good thing. History education is complex and can Empire, a shared geographical location, were resist manipulation – we hope. Maybe more trans unable to think in objective and sophisticated national collaboration will help. ways, about contradictory evidence. Harry Havekas, Carla von Boxtel and Johan Luttenburg evaluate a model for enabling students to relate content and process in historical enquiry and make suggestions for further development of evidence about interpretation. International Journal of Historical Learning, Teaching and Research 6 International Journal of Historical Learning, Teaching and Research, Vol. 11.1, 2012, pp 7-23 TEACHING AND DISCUSSING HISTORIOCAL SIGNIFICANCE WITH 15 YEAR OLD STUDENTS IN GREECE Eleni Apostostolidou, secondary school teacher, Athens, Greece Abstract This paper firstly discusses the central role of historical significance in the narrative process of historical consciousness and consequently in history education (Rϋsen, 1993). The paper secondly presents previous research in students’ perception of historical significance (Seixas, 1997, Cercadillo, 2000 and 2001, Rosenzweig, 2000), as well as significance typologies from previous research (Bradshaw, 2006 and Allsop 2009.) Finally the paper focuses on twenty-two, 15-years-old, students in Greece, who for the school year 2010-2011 covered the big ‘sweep’ of the ‘long 19th’ and the ‘short 20th’ centuries in their history classes. The students were asked to locate the most historically significant events within the taught time period (from 1789 to