Page 145 - Balancing between the present and the past

A historical contextualization pedagogy
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Table 21. Overview of the lesson activities in the experimental and control condition
Lesson 1 & 2
3
Historical topic* Pre-tests
Experimental condition
Control condition
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The Dutch Republic in the 17th century
Case to enhance awareness of present-oriented perspectives: Students have to explain why there was significant criticism of a former Dutch prime minister who said that we need to go back to the time of the Dutch East India Company.
Prior knowledge activation: The teacher activates the students’ prior knowledge on the Dutch Republic in the 17th century.
Absolutism in the 17th century
Case to enhance awareness of present-oriented perspectives: In a classroom discussion, the teacher asks the students to explain why the palace of Versailles was so large and expensive while many French people suffered from a famine. In the discussion, the teacher uses the students’ present-oriented answers to explain the consequences of viewing the past from a present-oriented perspective (i.e., not able to explain the case).
Prior knowledge activation: The teacher activates the students’ prior knowledge on 17th-century absolutism by asking questions in a classroom discussion.
Pre-test historical contextualization
Pre-test historical contextualization
Task to reconstruct the historical context: In groups of four, students reconstruct a historical context of 17th-century absolutism based on the different frames of reference (i.e., chronological, spatial, socio-economic, socio-political, and socio- cultural). The teacher checks the reconstructed context of the different groups for correctness and provides help when needed.
Teacher lecturing: The teacher explains the concept of 17th-century absolutism and the students take notes.
Explanation of the case: The teacher asks the students to explain the case again
but now to explicitly use the gained historical context knowledge. In this classroom discussion, the teacher explains the importance of historical contextualization by stressing the differences between the students’ present-oriented answers (from the first lesson activity) and the contextualized answers.
Individual assignments: Students work individually to complete the history textbook assignments on absolutism, and the teacher helps the students when needed.
Historical empathy task: The students have to answer two explanatory questions about Louis XIV. The students’ answers are evaluated by the teacher for historical contextualization.
Whole-class discussion: Students’ answers to the textbook assignments are discussed, and the teacher clarifies the answers when needed.
Task to reconstruct the historical context: Students reconstruct the historical context of the Dutch Republic.
Teacher lecturing: The teacher explains the origin and characteristics of the Dutch Republic.
Explanation of the case: The teacher asks the students to explain the case again.
Individual assignments: Students work individually to complete the history textbook assignments.
Historical empathy task: The task included two questions about the Dutch 17th- century politician Johan de Witt. For example, the students have to explain how De Witt viewed Louis XIV.
Whole-class discussion: Students’ answers to the textbook assignments are discussed.