Developing historical understanding in a content based history curriculum in Lebanon : case studies from four classes
[Abstract] | |
Type | Chapter |
Document no. | 14746 |
Author | Shuayb, Maha. Research Fellow, Centre of Lebanese Studies and Cambridge University, UK |
Second author |
Akar, Bassel. Assistant professor, Notre Dame University, Lebanon.
Makkouk, Nisrine. Project coordinator, Centre for Lebanese Studies, Uk. Hashisho, Walid. Learning Mentor, Centre for Lebanese Studies, Uk. |
Varying form of title |
تنمية الفهم للتاريخ والمهارات في المنهج اللبناني للتاريخ المبني على المحتوى :دراسات حالة من أربعة صفوف في لبنان [فصل] Développer des compétences et une assimilation historique au centre d'un curriculum libanais basé sur le contenu :des études de cas menées dans 4 classes différentes [Chapitre] |
Pages | pp. 163-433 |
Host Item Entry |
Learning and teaching history : lessons from and for Lebanon: Seventh Yearbook
|
Translation title | شعيب، مهى. تنمية الفهم للتاريخ والمهارات في المنهج اللبناني للتاريخ المبني على المحتوى : دراسات حالة من أربعة صفوف في لبنان. |
Electronic Location | Full text (PDF) |
Descriptors | History instruction - Teaching methods - Skill development - Comprehension - Content analysis - Textbook content - Curriculum - Primary education - Secondary education - Students - Case studies - Lebanon |
Language of document | English |
Country | Lebanon |
Our proposed paper questions the current aims and objectives of history teaching. We argue that history teaching should seek to develop students’ historical understanding and skills in addition to ‘nation building’; otherwise, there is a risk of indoctrination. The core concepts in teaching history are causation and consequences, change and continuity, interpretation, significance, and differences and similarities. By developing these, students will be more able to challenge and critique the prejudices of their sectarian groups and understand and appreciate similarities and differences amongst groups. However, the main challenge in adopting these concepts in teaching history is the resistance of those who seek to emphasize nation building and fear that students’ knowledge might be compromised if the emphasis shifts to skills. Hence to address the latter debate, our study will implement a short term intervention where these two different approaches to history teaching will be implemented in teaching the same two lessons. The first approach is the traditional one which focuses on content knowledge and uses some of the textbooks currently taught in Lebanon by most schools. The other approach will adopt an inquiry and skills based approach. The main objectives of this intervention are to study the attitudes towards these two different approaches considering motivation, engagement and understanding of historical concepts. (Author’s Abstract)
(APA) Style Always review your references for accuracy and make any necessary corrections before using: | |
Shuayb, Maha.. (2012). Developing historical understanding in a content based history curriculum in Lebanon : case studies from four classes. In Learning and teaching history : lessons from and for Lebanon: Seventh Yearbook. (pp. 163-433 ). Retrieved from search.shamaa.org |