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Teaching History in Times of Climate Crisis What Implications Should Have Contemporary Environmental Crisis on Teaching History at Czech Secondary/Middle Schools?
Černínová, Anna ; Pinkas, Jaroslav (advisor) ; Najbert, Jaroslav (referee)
This thesis responds to the need to update education due to the urgency of current environmental problems and it tries to relate it to the school subject of history. The goal of this thesis is to answer at least partially how history could or should adapt to the ongoing climate crisis so that students have a better chance to successfully face its challenges. For such a task, it was first necessary to map out what concepts and approaches are used in Czechia and abroad to approach climate change in the context of education. I analyzed the environmental education in the RVP ZV (the curriculum for primary schools) and the publication Klima se mění - a co my? (Climate is changing - and what about us?) by Petr Daniš et al. Other possible approaches also resulted from the analysis of some foreign curricula - namely from Finland and New Jersey. Finally, I expanded the possible implications for history lessons thanks to the analysis of some other professional publications of foreign provenance. These were, for example, works related to transformative education or environmental history. Following on from these analyses, I tried to question in more detail some figures of modern discourse, which seem somehow dysfunctional due to the environmental crisis. In this way, I approached the problematic perception of...
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Jan Hus and The Hussites in history textbooks in the 1950s and 1960s
Racková, Františka ; Pinkas, Jaroslav (advisor) ; Havlůjová, Hana (referee)
This bachelor's thesis deals with the interpretation of Jan Hus and hussitism in History textbooks fifties and sixties of twentieth century. The aim of this thesis is to find of an analysis of History textbooks influence of marxist historiography and communist culture and politic on teaching text. In addition, the work contains a summary of political and cultural discourse on Hussitism and an introduction to historiography after 1948. KEYWORDS History, textbooks, hussitism, Jan Hus, communism, education, marxist historiography
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Roman History in the Time of Principate in Czech Secondary Schools
Nováková, Miroslava ; Kepartová, Jana (advisor) ; Pinkas, Jaroslav (referee)
The main aim of this dissertation is to compare current history textbooks by using modern educative methods for learning history. Furthermore, it examines the feasibility of these methods for elementary school students and the first year of secondary school. The comparison was conducted based on the content and didactics of the textbooks and to tackle the development of the historical and critical thinking of the students. Secondary, it highlights the topics that are given the most space in the textbooks. Due to the complexity of the subject, the paper also contains the analysis of the textbooks used until 1989. The paper also contains the analysis of the Roman emperors from the principate, who finds their reflection on the textbooks. Analysis is based on the textbooks and the findings of the specialised literature. The dissertation primarily uses the methods of analysis of primary and secondary historical sources such as scholarly books and articles. I have also compared the textbooks, conducted a questionnaire. Lastly, I've created a thematic plan following the roman principate. By using these methods, I have concluded that the majority of the current textbooks aim to stimulate the development of the students. They are also crucial for the understanding of the past and the present world.
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Contemporary history textbooks as a tool for developping historical thinking of the elementary school students - case of French Revolution
Tomčíková, Eva ; Najbert, Jaroslav (advisor) ; Pinkas, Jaroslav (referee)
This thesis inspects how the topic of French Revolution is presented in three chosen textbooks, corresponding exercise books and, in some cases, methodical guidelines for Czech elementary schools (textbooks by the publishing houses Fraus, Nová škola and Státní pedagogické nakladatelství). This is done through three of the six historical thinking concepts as established by Peter Seixas. The chosen concepts are: (identify) continuity and change, (analyze) cause and consequence and (take) historical perspetives. The thesis consists of a theoretical (chapters on historical literacy, inquiry-based learning, six historical thinking concepts, defining the topic of French Revolution and how it is elaborated in historiography, the significance and the role of the texbooks in teaching history) and a practical part (analysis and comparison of the chosen textbooks, exercise books and, in some cases, metodical guidelines, a plan of a unit on the given topic in the lenght of three standard lessons, which is oriented towards the development of the historical thinking of students). Considering the current state of Czech research of textbooks by Seixas' concepts, which is very limited, the methodology and research questions are newly and somewhat experimentaly created. The result of this research is the fact that...
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Panel housing complex in the context of school history education
Jahelková, Kateřina ; Najbert, Jaroslav (advisor) ; Pinkas, Jaroslav (referee)
This diploma thesis deals with the didactic use of the topic of panel housing estates in the teaching of history by applying historical thinking methodology. The first part is theoretical and deals with the historical development of housing construction in Czechoslovakia within a global context. The second part elaborates the methodological basis for the preparation of teaching material utilizing the curricular documents and presents examples of didactic use of this topic in historical education. Furthermore, possible starting points for using the topic of panel housing estates to develop historical thinking are considered in more detail. The third part presents the preparation of a lesson, which was implemented in November 2021 at the Korunovační Primary School in Prague. The lesson created for the purpose of this thesis drew upon 'The Big Six Historical Thinking Concepts'. This diploma thesis proved the usability of the topic of panel housing estates in the teaching of history, but also pointed out the limits of the chosen method, especially the need for gradual development of concepts. KEYWORDS history teaching, housing estates, historical thinking, Research-Based teaching, 20th century
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Teaching history in the Mělník region in the 1970s and 1980s
Horáková, Eliška ; Pinkas, Jaroslav (advisor) ; Najbert, Jaroslav (referee)
The aim of this diploma thesis is to describe the teaching of history in the 70s and 80s of the 20th century. It focuses on the Mělník region. At the same time, it introduces the reader to the situation in the Czechoslovak Socialist Republic during the period of so-called Normalization and the situation in the Mělník region during the same period. Literature, periodicals,primary sources, and especially the memories of witnesses - students and teachers - have been used. The thesis is dividedinto 7 chapters. The first chapter describes the methodology of my research and describes they wayI conducted and evaluated my interviews. The second chapter describes the situation in Czechoslovakia after August 21, 1968 until the Velvet Revolution. The third chapter outlines the situation in the Mělník region during the same period, focusing mainly on the town of Mělník itself. The fourth chapter deals with the situation in education in general. The fifth chapter presents the form of the subject of history during this period and focuses on the teachers of this subject. The sixth chapter is devoted to the didactics of history, outlines what the history lessons looked like and analyzes period textbooks. The seventh chapter deals with the methodology of history. It characterizes the methods and forms of teaching...
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History Teaching about the Normalisation Era Using Czech Fiction Literature
Martinovský, Jan ; Pinkas, Jaroslav (advisor) ; Havlůjová, Hana (referee)
This Master thesis examines Czech literary fiction as a historical source, which can be used as a teaching instrument for understanding the normalisation era. In its theoretical part, the thesis summarizes contemporary Czech historical discourse about the normalisation era. It analyzes the influence of culture and memory on historical consciousness, and the goals and methods of contemporary history teaching. More specifically, it investigates how primary sources can be used in teaching and how cultural historical sources-and fiction literature in particular-can be analyzed. It utilizes constructivist teaching methods with the goal of achieving historical competence. It its practical part, the thesis describes five history lessons that apply findings from the theoretical part. In the lessons, pupils first have the opportunity to explore a wide range of sources, and consequently to research, analyze and interpret them. Later, they work with film excerpts, historical documents and literary fiction. In a final section, the thesis connects the theoretical and practical findings in a reflection of the history lessons.
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Comparison of the didactic potential of Austrian and Czech history textbooks on the example of selected historical events
Hrabáková, Simona ; Najbert, Jaroslav (advisor) ; Pinkas, Jaroslav (referee)
The aim of this diploma thesis is to analyze and compare the didactic potential of Czech and Austrian history textbooks regarding to their anchoring in the educational system and working with historical thinking and historical literacy, generally with the development of students' key competencies. The thesis took into account differences in the educational systems of both countries, the curriculum and, overall, worked with the goals of modern history teaching. The comparison was made on historical events that connect these two countries, and the core of the thesis is the analysis of processing these topics in terms of the Research-Based teaching goals. The output of this thesis is a specific teaching unit that works with Czech and Austrian textbooks and tries to cover the main theses of modern didactics of history. Keywords Textbooks, history teaching, Czech Republic, Austria, Research-Based teaching, historical thinking, historical literacy
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French History Textbooks as Inspiration for Czech Schools
Sedlmeier, Aleš ; Havlůjová, Hana (advisor) ; Pinkas, Jaroslav (referee)
5 ABSTRACT: The present thesis deals with history textbook usage in lower secondary school classes. It focuses on the work methods in French history books and their possible application within the Czech system while taking the pupils' perspective into consideration. The theoretical part introduces history instruction in France and work methods used in their textbooks. The focal point of the thesis is its practical part, a case study of two study units that were prepared based on French textbooks; "Townsmen, trade and slavery" and "Women and feminism in 19 th century". These were taught in two year-eight history classes. The results and discussion consist mainly of the analysis of work outputs and pupils' feedback on the used materials. The conclusion outlines possible means of inspiration for Czech schools by the French methods analysed in the case studies. KEY WORDS: Secondary school history History textbook History didactics French textbooks Inquiry-based learning Constructivist teaching
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Application of French Methods of Text Analysis into the Czech History Teaching
Kulhánková, Anna ; Havlůjová, Hana (advisor) ; Pinkas, Jaroslav (referee)
This diploma thesis is focusing on the application of the French text analysis method in history teaching in the Czech Republic. The objective of this thesis is to introduce the French method not only theoretically, but also to create specific lessons based on it. The terminology uses the term method for the translation of the French term méthode. The basis for this thesis is mainly drown from the French history textbooks, the interviews with the teachers and the history lessons in French. The thesis is divided into theoretical and practical part. The theoretical part deals with the introduction of history teaching in France, including the textbooks used at both primary and secondary schools. Furthermore, it presents the individual methods of working in history lessons according to the French method. In the practice part, this thesis presents the lessons prepared for history lessons in Czech, which were realized during the school year 2018/2019 at the bilingual section of the Jan Neruda Grammar School in Prague. These lessons were created for the purpose of this work based on the French method or were translated from French history textbooks. Lessons are devoted to both Czech and world history from antiquity to the 18th century. Written and pictorial sources are used. This thesis has shown that...
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