Simultaneidad Histórica y Tratamiento Didáctico del Holocausto.

Abstract

: The 20th century will be remembered for the great massacres produced by its world wars, especially for the extension of this death off the battlefield and directed towards the civilian population. This phenomenon has developed throughout the century, but there is consensus in stating that one of the worst barbarities the world has ever known has been the Holocaust. As an especially significant genocide it appears as a decisive historical fact in contemporary history that needs to be incorporated in secondary education. In this work we present a proposal for 4th of ESO on the genocide of the Jewish people, extending its didactic treatment to other victim groups, the Spanish republican exiles, the gypsies and political opponents. The curriculum framework focuses on the basic dimensions of social and civic competence in a didactic context that starts from four axes: the historical simultaneity of historical events, the methodology of interactive groups, the use of historical sources in a learning framework by discovery to teach historical thinking and content identification focused on the Holocaust and other genocides and crimes against humanity. The purpose of the proposal is based on the use of active methodologies that facilitate critical thinking from a multidimensional historical perspective that facilitates a citizen training committed to its time.

Dominium terrae? The Rise of the West during the Age of Discovery as a possible analytical paradigm in history teaching in Germany and Spain

“…In fact, some of the most prominent scholars had to work from the exile, and were able to publish during the 1960s and 1970s, but some of the interpretations challenging the public discourse were not introduced until much later. Despite all this, recent studies indicate that historical contents highlighted in the Spanish curriculum have not changed that much, and that many of the key elements included still focus on emphasizing the golden age of the nation (Moreno & Alvén, 2020), while at the same time avoid addressing controversial issues or interpretations about the past (Sabido-Codina & Albert Tarragona, 2020). For this reason, the representation of the past and the uses of history that were promoted during the dictatorship remained very influential from an educational standpoint, affecting the way history has been taught until recently (González Delgado, 2015), not only regarding the 20 th century, but also eras such as the Age of Discovery or the era of imperial Spain or the presence of historical myths, something that will be addressed later on.…”