![]() ![]() However, little is known regarding the role of oral history in Dutch history education. Oral history may enhance students’ historical content knowledge, historical reasoning competencies, and motivation to learn history. Huijgen, Tim Holthuis, Paul TrÅ¡kan, Danijela Says students claim that their obligations to the assignment are surpassed by their feelings of gratification in having created living works with lasting vitality.…ĭutch voices: exploring the role of oral history in Dutch secondary history teaching Ordinary Lives Illuminated: Writing Oral History.ĭescribes how writing oral history can help students to feel that they are participating in a lively intellectual and cultural process that travels beyond the limits of the classroom. A total of 35 ninth-grade classes (N = 900) in Germany were randomly assigned to one of four conditions-live, video, text, or a (nontreated) control group-in a pretest, posttest, and follow-up design. The present study examined the effectiveness of the oral history approach with respect to students' historical competence. Learning Historical Thinking with Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessonsīertram, Christiane Wagner, Wolfgang Trautwein, Ulrich Attitudes toward older adults and the aging process were measured before and after students in the traditional (n = 29) and DE (n = 16) setting completed an oral history assignment.… In this study, the effectiveness of an oral history assignment was assessed in a traditional gerontology class versus a distance education (DE) gerontology class. Thus, to describe the ethnographies of Herodotus or Pliny as “digressions” is to miss an underlying organizational principle.Oral History in the Classroom: A Comparison of Traditional and On-Line Gerontology ClassesĮhlman, Katie Ligon, Mary Moriello, Gabriele Welleford, E. Today history, geography, anthropology, and other disciplines enjoy carefully circumscribed domains, but such was not the case among the ancients who regarded the descriptions of foreign peoples and places as inextricably linked and integral to the course of history. Understand the relationship between ethnography and genres of historical writing. As a working thesis for the course, I would like to suggest that characteristics of the foreigner which are singled out for attention in our literature may be read as a kind of Jungian shadow of the dominant culture-that is, a negative reflection (though perhaps grossly distorted or magnified) of the values and traits deemed to lie at the core of the cultural Self. ![]() We will discover that such differences may be neither as stark nor truly as different as writers of the dominant group would often have us believe. This course will enable students to explore the ways in which a culture reinforces its mores, political ideology, and even its approaches to foreign policy by defining others vis-à-vis points of perceived difference. Analyze the constructed nature “self” and “other” in primary Greek and Roman texts. By studying the marginalized peoples of the ancient world, we can better understand how the Greeks and Romans defined themselves, and this understanding can illuminate in turn the social, cultural, and historical movements within the dominant Greco-Roman culture. Although the Greek and Latin accounts often do little to aid our understanding of the surrounding nations and cultures, they speak volumes about their writers. We know of the Massagetae and Issedoneans, for example, only by way of the deeply prejudicial, mythologized, and stereotypical accounts of the historians of ancient Greece. Make an appointment during any office hour by using the “Create Event” button.* Telephone: 72 (O) 72 (C) Overview: Over the past 30-40 years, much scholarship has devoted itself to studying how the Greeks and the Romans defined themselves in contradistinction to races and ethnicities that they deemed “Other.” Apprehending the “true” nature of these “others” is necessarily a problematic, if not impossible endeavor since most of the “others,” with Egyptians as the notable exception, have left for us no written history, and in many cases, an incomplete archaeological record. All students have access to a special Google calendar titled “Vincent_Office_Hours”. Email: ASPEC Discussant: Mary Johnson Office: Office hours:* Miller 104A M 2:00 PM – 6:00 PM T 3:00 PM – 6:00 PM W 3:00 PM – 5:00 PM R 9:00 AM – 10:00 AM *Although you are welcome to drop by during office hours, appointments are highly recommended. Vincent 1 AS 301G: Ancient ‘Barbarians’: Self & Other 3:00-5:25 Thursdays, FT 208 Instructor: Heather Vincent, Ph.D. ![]()
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