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Antiquity in history textbooks for secondary schools 1948-1989
Dubská, Hana
The thesis focuses on didactic and historical analysis of history textbooks used during the Communist totalitarian regime at secondary schools in Czechoslovakia republic between 1948-1989. Goal of this thesis was to find out if there were any changes of historical events interpretation of Classical antiquity in consideration of political development in the country. The theoretical part consists of brief political development and development of education in Czechoslovakia in observed period. The practical part deals with the analysis and the comparison of textbooks from totalitarian and present era with emphasis on didactics and content. I concluded that interpretative texts influenced by the communist ideology were more focused on social problems in contemporary society. Textbooks were also focused on slavery issue, especially their hard life and described passed slave rebellions. This is most obvious in textbooks published in the 1950s. Keywords: history textbooks, antiquity, secondary school, communism, Czechoslovakia, education, 20th century
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Image of Luxembourg in Czech history textbooks in the 19th and 20th century
Šťastný, Antonín ; Doležalová, Eva (advisor) ; Beneš, Zdeněk (referee)
The objective of this diploma thesis is to characterize the image of Luxembourgs in the Czech history textbooks in the 19th and 20th century. The work is based on the assumption that the history education takes a significant part in making a young person's identity. The thesis describes the development of this image and the way in which the educational literature reflected the atmosphere of the day and its transformation in the context of historical development. The dynamic development of the image of the Czech history of 14th and 15th centuries is the central theme of the work. It will be mainly focused on the historical figures of Bohemian Luxembourg kings: John of Luxembourg, Charles IV, Wenceslaus IV and Sigismund of Luxembourg.
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Forming of identity through history lessons The description of Czech-Slovak relations since the Middle Ages to the present in textbooks of the 20th century
Šedivá, Barbora ; Šedivá Koldinská, Marie (advisor) ; Rychlík, Jan (referee)
This bachelor thesis deals with an analysis of Czech history textbooks that were used in schools in Czechoslovakia during the years 1918-1939 and years 1945-1989. A chosen sample of textbooks is analysed from the perspective of Czech-Slovak relations and of the influence of czechoslovakism on making of history school text. The thesis is based on the assumption that history education takes a signifiant part in making of one's identity. The first part of this thesis describes the theoretical resources, the second the specific conclusions and examples of analysis of the historical sources. Special attention is payed to the theory of czechoslovakism, its historical evolution and its echo in historiography. The topics of the analytic part are husittism, national revival and formation of Czechoslovakia.
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Representation of women and men in history textbooks
Pilátová, Denisa ; Kubišová, Zuzana (advisor) ; Hogenová, Anna (referee)
This work deals with the issue of gender in textbooks regarding the image of woman and man, with the main question being: What is the image of woman and man in history textbooks give us? History as a subject reflects the conception of woman and man as based mainly on the historical context in which the textbooks reflect the actual events of the past. The introductory part of the work starts treating gender on a general level and then preceeds to a specifical gender analysis of textbooks. The following part of the work presents content analysis of selected history textbooks.
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Reflection of the Battle of Lipany in Historiography and Textbooks
Moraová, Hana ; Parkan, František (advisor) ; Havlůjová, Hana (referee)
The thesis The Reflection of the Battle of Lipany in Historiography and Textbooks focuses on the issue of historical consciousness, subconsciousness and the birth of tradition and the role that history taught at schools plays in this process. The author studies how history taught at schools reflects research and results of contemporary historians. She shows whether, how fast and to which extent the results enter history textbooks, often the only text that pupils, students and unfortunately also teachers access. The whole issue is demonstrated on the Battle of Lipany - the event often perceived by Czech historians as key for future development of the whole nation. In the introductory part the author discusses the question of historical consciousnesss and subconsciousness, Czech national myth and tradition. In the following chapters she shows how in different eras of Czech history the topic of the Battle of Lipany was approached by historiographers and how their results entered history textbooks. The author shows that in most periods this process was very slow, if any, the only exception being the Protectoral period and the period of the communist regime when the ideological line propagated by official historiography entered the textbooks very fast. Of course, this ideological interpretation was...
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