Abstract:History films personalize, dramatize and emotionalize historical events and characters. They revive the past by exemplifying it in the present, engage ongoing discourses of history and as a result have proven to be the most influential medium in conveying history to large audiences. History films are regarded as an attractive, motivating and efficient (supplementary) teaching and learning medium in history as well as in foreign language classes. As part of the course “Historical Survey of Germany” (BA German-p… Show more
“…Further, the studies by Davison (2017) and Schaar and Wen (2021) provide insight into how an approach inspired by historical literacy may contribute to the development of democratic citizenship. Davison (2017) found that focusing on empathy, exploring historical evidence, and building contextual knowledge in textual encounters were important to enable students to form critical and informed opinions about the past.…”
Section: Previous Researchmentioning
confidence: 99%
“…Davison (2017) found that focusing on empathy, exploring historical evidence, and building contextual knowledge in textual encounters were important to enable students to form critical and informed opinions about the past. Similarly, Schaar and Wen (2021) found that providing instructions on how to encounter a text and concrete questions targeting both affective and cognitive dimensions were essential to help their students reflect and discuss ethical issues.…”
Section: Previous Researchmentioning
confidence: 99%
“…The first questions were asked to simply get the conversation started, and were based on Anna's previous frameworks and the piloted questions. Next, questions about characters and feelings were asked to engage the learners' affective responses and to help them take the perspectives of others (Davison, 2017;Juzwik, 2013;Schaar & Wen, 2021). The last questions were asked to help learners consider issues of democracy and citizenship, and validity and relevance of the stories (Davison, 2017;Redmann & Sederberg, 2017;Vaughn, 2011).…”
This article reports on an empirical study that explores the interdisciplinary learning potential of literary texts about the First World War in the English classroom. In a 9th grade English class in Norway, learners responded to an illustrated book, two poems, and an excerpt from a novel about the war in learner-led group conversations structured by frameworks. The questions in the frameworks encouraged the learners to move from the particularity of the texts towards issues of the interdisciplinary topic of democracy and citizenship in the Norwegian national curriculum LK20. The theoretical position in this article builds on historical literacy, understood as historical awareness, critical historical thinking, and affective responses to texts about history. The texts offer opportunities for historical and interdisciplinary engagement, thus providing possibilities for developing aspects of historical literacy. Emphasising historical content through scaffolding may be beneficial for developing learners’ critical historical thinking and a deeper historical awareness. Encountering learners’ affective dimensions of historical literacy, individual responses might provide further insight.
“…Further, the studies by Davison (2017) and Schaar and Wen (2021) provide insight into how an approach inspired by historical literacy may contribute to the development of democratic citizenship. Davison (2017) found that focusing on empathy, exploring historical evidence, and building contextual knowledge in textual encounters were important to enable students to form critical and informed opinions about the past.…”
Section: Previous Researchmentioning
confidence: 99%
“…Davison (2017) found that focusing on empathy, exploring historical evidence, and building contextual knowledge in textual encounters were important to enable students to form critical and informed opinions about the past. Similarly, Schaar and Wen (2021) found that providing instructions on how to encounter a text and concrete questions targeting both affective and cognitive dimensions were essential to help their students reflect and discuss ethical issues.…”
Section: Previous Researchmentioning
confidence: 99%
“…The first questions were asked to simply get the conversation started, and were based on Anna's previous frameworks and the piloted questions. Next, questions about characters and feelings were asked to engage the learners' affective responses and to help them take the perspectives of others (Davison, 2017;Juzwik, 2013;Schaar & Wen, 2021). The last questions were asked to help learners consider issues of democracy and citizenship, and validity and relevance of the stories (Davison, 2017;Redmann & Sederberg, 2017;Vaughn, 2011).…”
This article reports on an empirical study that explores the interdisciplinary learning potential of literary texts about the First World War in the English classroom. In a 9th grade English class in Norway, learners responded to an illustrated book, two poems, and an excerpt from a novel about the war in learner-led group conversations structured by frameworks. The questions in the frameworks encouraged the learners to move from the particularity of the texts towards issues of the interdisciplinary topic of democracy and citizenship in the Norwegian national curriculum LK20. The theoretical position in this article builds on historical literacy, understood as historical awareness, critical historical thinking, and affective responses to texts about history. The texts offer opportunities for historical and interdisciplinary engagement, thus providing possibilities for developing aspects of historical literacy. Emphasising historical content through scaffolding may be beneficial for developing learners’ critical historical thinking and a deeper historical awareness. Encountering learners’ affective dimensions of historical literacy, individual responses might provide further insight.
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