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Primary pupils' historical thinking
Kopecká, Karolína ; Dvořáková, Michaela (advisor) ; Stará, Jana (referee)
PRIMARY PUPILSʼ HISTORICAL THINKING Abstract This thesis deals with development of childrenʼs historical thinking in primary school. At the beginning of the theses, changes in the Czech history curriculum are presented. Moreover, it discusses psychological relations of historical thinking and introduces important Czech and foreign works presenting researches in this field of study. The thesis depicts the course of the qualitative research focusing on the level of historical thinking skills of the fifth graders, especially their historical understanding. The research also contains four lesson plans including special tasks for children. At the end of the thesis, the influence of these tasks on childrenʼs historical thinking is examined and described. The suggested methods should be not only an inspiration source for teachers, but also a possible way of development of historical thinking of primary school pupils. Key words: historical thinking, historical inquiry, evidence and artefacts, child as a historian, historical inquiry question, history at school Vedoucí diplomové práce: Ing. Michaela Dvořáková Autor diplomové práce: Karolína Kopecká Studijní obor: učitelství pro 1. stupeň ZŠ Forma studia: prezenční Diplomová práce dokončena: červen, 2012
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Josef Šusta and textbooks of world history
Dvořák, Rudolf ; Beneš, Zdeněk (advisor) ; Čechurová, Jana (referee)
Key words: Josef Šusta, textbook, world history, historical thinking This bachelor thesis investigates changes in text of textbooks by Josef Šusta and Jaroslav Bidlo. I use a comparative method to analyse changes in the textbooks for grammar chools. An important part of the theme is a personality and historical thinking of Josef Šusta. In the first chapter I am interested in influence of the textbooks. I deal with quality of the text also. A specific part is a comparison with other textbooks for grammar schools of the time. I place special emphasis on ability of synthesis. An aim of the second chapter is to analyse changes that were found in the textbooks. I investigate the textbook as a source that describes an education of three different state systems. This fact makes possible to know an importance of historical events that were contained in the books. The third chapter deals with an art of synthesis and historical thinking of Josef Šusta. The historian is presented as a personality who cultivated a historical consciousness of the nation. Šusta's main contribution is in his idea of historical development and perceiving of historical tradition. A very important part is also the historian's view of popularizing of the science. Šusta's historical thinking represents an intensive interest in...
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