Page 146 - Balancing between the present and the past

Chapter 6
144
Table 21. continued
Lesson Historical topic*
5 Worldwide trading
Experimental condition
Control condition
in the 17th century
Case to enhance awareness of present-oriented perspectives: Students have to explain the exchange of the colony of New Netherland for Suriname.
Prior knowledge activation: The teacher activates the students’ prior knowledge on trading in the 17th century.
6 The scientific revolution in the
Case to enhance awareness of present-oriented perspectives: Students have to explain why Copernicus’ book on the Solar System was placed on a list of forbidden books.
Prior knowledge activation: The teacher activates the students’ prior knowledge on the scientific revolution.
17th century
7 The Enlightenment in the 18th century
Case to enhance awareness of present-oriented perspectives: Students have to explain why Montesquieu’s book on the Trias Politica was forbidden in many European countries and why Montesquieu even received death threats.
Prior knowledge activation: The teacher activates the students’ prior knowledge on the Enlightenment.
Task to reconstruct the historical context: Students reconstruct the historical context of trade in the 17th century.
Teacher lecturing: The teacher explains how people traded in the 17th century.
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 focused on the Dutch slave trader Willem Bosman. For example, students have to explain why Bosman was not arrested by the government for conducting crimes.
Whole-class discussion: Students’ answers to the textbook assignments are discussed.
Task to reconstruct the historical context: Students reconstruct the historical context of the scientific revolution.
Teacher lecturing: The teacher explains the origin and characteristics of the scientific revolution.
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 historical agent was Antoni van Leeuwenhoek, a Dutch inventor. Students, for example, have to examine how most people would have reacted when Van Leeuwenhoek said that he could see animalcules.
Whole-class discussion: Students’ answers to the textbook assignments are discussed.
Task to reconstruct the historical context: Students reconstruct the historical context of the Enlightenment.
Teacher lecturing: The teacher explains the origin and characteristics of the Enlightenment.
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: Voltaire was the historical agent of the task. For example, students have to explain why Voltaire fled to the Lorraine area after he had published Lettres anglaise in 1734.
Whole-class discussion: Students’ answers to the textbook assignments are discussed.