History and Social Geography Target group: Students educational studies Level of the unit: BA Entrance requirements: none; advice is: good English Number of ECTS credits: 30 History and social Geography is a cross-curricular subject intended for the student who take the International Bachelor of Education programme. The aim is to give the student or an overview about and tools for handling both the European and the respective national contexts that the student is going to be active in his professional life and to see school and teaching in a national and an European perspective in both theory and practice. The aim is to make it possible for students in a critical perspective to see the development of Europe as a process, with focus on ideas (economical, politic etc), actors and their social and material surroundings and the way these elements have interacted with each other. The subject is based on modules, which has a chronological perspective. Each module has 10 ECTS. Three themes go through each module: The modules: 1. The rise of the Nation state. Europe from the Renaissance to 1945 2. Between east and west. 1945 to 1989 3. Together we stand..or what? 1989 to present The themes: 1. Human systems and their surroundings: cities -, population-, industry and transportation. 2. Cultural diversity: International organisations, conflicts and cooperation. 3. Sustainable development: The consequences on the surroundings caused by activity by the human systems. In each module the themes will be present.
Theme 1 Human Systems... Theme 2 Cultural diversity... Theme 3 Sustainable development... Modul 1 The rise... Modul 2 Between... Modul 3 Together we... Competencies As a result of this subject the students will be able to show that they have a historical and cultural geographic view on the national, European and global reality in the given eras, also with regard to the curriculum of the international primary schools. The students will, as a result of the modules, be able to look at the European continent from two perspectives: 1.Observe, explain, recognise, appreciate. 2.Looking at phenomena from different points of view at the same time: economically, politically, socially, culturally, and individually. They will be aware of continuity and change in the history of societies and of the influence of demographic and geo-political forces on societies. As a result of the subject students can -in an argumented way- make use of a diversity of sources such as maps, historical remains, photo s,(museal) objects, oral history, spoken words, texts, statistics, physical materials, historical re-enactment and ICT & media to bring the historical and geographical context to life. They will also be able to work with sources by means of: -Asking questions to the source; -Compare a diversity of sources and explain differences in point of view in the represented sources; -Distinguish causes and consequences in sources; -Discover similarities and differences between the past and the present. Competences to be developed: critical awareness of the dimensions of his/her own cultural, historical and political identity
critical thinking and individual reflection intercultural communicative competence and the ability to communicate with others and enter into a dialogue awareness of different representations of diversity awareness of majority and minority issues (home/family issues, gender, national and political) in education be able to understand and discuss the concept of Nation-state, Modernity, Globalization and European Union be able to recognise and discuss European differences and similarities on several political, economical, cultural and geographical levels Learning outcomes -Students can present a coherent overview of important historical, cultural, political and geographical developments that shaped and still shape the European societies in the early modern age, modern age, and late modern age and relate and discuss these content matters to the three themes of the modules: 4. Human systems and their surroundings: cities -, population-, industry and transportation. 5. Cultural diversity: International organisations, conflicts and cooperation. 6. Sustainable development: The consequences on the surroundings caused by activity by the human systems. In a class-presentation and discussion. -Students can relate the studied issues to their future professional context, especially where it comes to intercultural classroom management. -Students can write an individual essay and present and defend it to a team of lecturers. Student activities/assessments
-Attending introduction lectures on the 3 modules mentioned in the description. -Analyzing and discussing study materials. -Presenting a classroom-presentation on the modular themes. -Writing and defending an individual essay on (part of) the content of the module. The modules Module 1: The rise of the nation state. Europe from the Renaissance to 1945. Pluralistic dynamics on the European continent. 10 ECTS
Abraham Ortelius, Europe, 1572. Source: http://nl.wikipedia.org/wiki/abraham_ortelius, October, 1 st 2010. The aim of the first module is to offer students a thorough overview on Europe in the early modern and modern period that starts from 1450 and ends in 1945. A diversity of themes, covering both historical, political, cultural, economical and geographical issues is introduced by the lecturer. Workshops and presentations by students, followed by feedback, group/class discussions, exercises, analysis and putting into perspective the material to be studied. Various didactic methods, which are also useful in the primary school, will be practiced in this course. The topics in this module are:
1. Population, economy and social structures. Divergent developments in Europe. 2. The commercial revolution and the world system, early mercantilism and capitalism. 3. State, position and social class. 4. The rise of the nation state (15 th -17 th century). 5. On freedom, sovereignty and resistance. Political thinking in early modern times (civil humanism & republican freedom, Christian political thought; Machiavelli, Grotius, Luther, Calvin, the Dutch Revolution, Bodin and Lispsius) 6. Political theory (1650-1800): descending and ascending theories of government, constitutionalism (de Montesquieu) popular sovereignty (Rousseau). 7. The English, American, French and Dutch revolution in comparative perspective. 8. Church, Mosque and religion in the confessional era. Roman Catholicism, Protestantism, Eastern Orthodoxy and Islam. 9. The scientific revolution, reason and revelation in the enlightenment. 10. Modernization and industrialization, the mass society (1800-1900).Rise of the socialist movement, Marxism. 11. The era of World War I and II. Early Twentieth Century political, economical and cultural trends and developments. Political thought, (colonialism, nationalism, socialism, communism, fascism, capitalism). Mandatory readings Adamson, John (ed.), The princely courts of Europe: rituals, politics and culture under the Ancien Régime, 1500-1750, London, 1999. Black, Robert (ed.), The Renaissance (Critical concepts in historical studies), London, 2006. Idem, Renaissance thought, London, 2001. Blanning, T.C.W., The culture of power and the power of culture: old regime Europe, 1660-1789, Oxford, etc. 2002. Burleigh, Michael, Earthly powers. Religion and politics in Europe from the Enlightenment to the Great War, London, 2005, pp1-111. Suggested readings Fitzpatrick, Martin etc. (ed.), The Enlightenment World, London, 2006.
Géza, Dávid and Fodor Pál, Ottomans, Hungarians and Habsburgs in Central Europe: the military confines in the era of Ottoman conquest, Leiden etc. 2000. Module 2: Between East and West. Europe from 1945 to 1989. 10 ECTS Source: http://www.cityscouter.com/travelguides/berlin/checkpoint-charlie.html On an overall perspective this era is characterised by a divided Europe. A western and an eastern part, with different political, economical and social ideas and systems. The module will focus on characteristics and events from this era and their lasting impacts such as: 1. arms race 2. high economic growth with a bigger and bigger need for oil and other nature ressources. The module will also focus on the emerging 3. welfare state with public health and longer education as key elements. The establishing of the 4. European community plays a vital part in this era, but events such as the 5. student revolt in 1968 will also come in focus. Workshops and presentations by students, followed by feedback, group/class discussions, exercises, analysis and putting into perspective the material to be studied. Various didactic methods, which are also useful in the primary school, will be practiced in this course. Mandatory readings
Hobsbawn, Eric, Age of Extremes The short twentieth Century 1914-1991, London, 1997 Held, David: Models of democracy, 1993. Suggested readings Module 3: Together we stand or do we? Europe 1989 to present time 10 ECTS Source: http://www.overoll.com/content/giant-dominoes-form-tribute-to-berlin-walls-fall- /2009/11/7/102733.news The aim of the third module is to offer student insight into the near present and present era. An era characterized by the unity of eastern and western Europe. Topics to be work with are: 1. European Union 2. Globalization 3. Environment / global warming 4. terrorism and 5. immigration / integration.
Workshops and presentations by students, followed by feedback, group/class discussions, exercises, analysis and putting into perspective the material to be studied. Various didactic methods, which are also useful in the primary school, will be practiced in this course. Mandatory readings Baylis, John (Ed.), The Globalization of World Politics: An Introduction to International Relations, 2010 Giddens, Anthony: Runaway World, 2002. Korsgaard, Ove m.fl.: Learning for democratic citizenship, 2001. McCormick, John, Understanding the European Union: A Concise Introduction, 2008 Suggested readings Beck, Ulrich and Giddens, Anthony,, Nationalism has now become the enemy of Europe's nations, The Guardian, 4 October 2005