Discussion and debate are interactive ways to engage students in historical thinking. They help us to make sense of factual information. Students of history question the context, provenance and purpose of sources. Discussions can help them to understand: What actually happened? Why did it happen …then? Who was involved? By discussing in pairs, in small groups, or as a whole class, students can deepen their investigations by exploring different aspects of an issue, exchanging information on different points of view. A specific form of discussion is a debate. The discipline of history has debate at its core. Ongoing debate is based upon different interpretations of the sources, and upon different historical questions asked; which are dependent on time and place. A debate can be built up around a statement or an argument (sometimes using formal rules) so that students have to present their own evidence-based arguments and to respond to those of others. In this way students learn to use higher order concepts of analysing and evaluating, and an essential element of citizenship in a democratic society is trained.
Students discuss about censorship and alternative ways of Information.
Censorship and Information about the November Pogrom 1938
Balloon debate and / or debate following using the prioritising tool
Investigating the relative importance to victory of the different ways the war was fought.
The activity is aimed at shedding light on the cause(s) of World War One and challenges the view that the War was ‘unavoidable’. It takes a nuanced approach to the ‘accepted’ historical narrative and lets the students make up their own mind, in an educated way.
Hawks and Doves: the key players of the descent into war. Discovering multiperspectivity in the origins of the ‘unavoidable’ World War One.
The key focus - with 3 models for debate suggested.
Which was the most important underlying cause of World War One?
The students will discuss about the plurality of informations and the instruments of censorship nowadays in democratic societies, being divided in groups and then discussing the analysis altogether.
How does censorship work in non authoritarian societies?
and will take them further into debating and discussing, as well as concluding the reasons why were these particular works censored and what can we learn for today.
Can we draw a parallel between the music and movies that were subjected to censorship in Yugoslavia and the situations today?
Debate and discussion is the method used within the groups and in the plenary sessions
What was forbidden and what was enhanced in women’s image and role under the fascist dictatorships? What about nowadays?
Debate and discussion is the method used in the final activity and also before, within the groups.
Discover the attitude that Mussolini kept toward the press, starting from his speech to the newspapers editors on 10th October 1928.
Students have to debate how history education is taught in their countries nowadays and the objectives of this teaching and make agreements about it
How effective is education as a tool to influence society?
Students must use the evidence provided to substantiate their arguments.
What kind of dilemmas may result from economic choices?
Students discuss the state’s responsibility to children in time of war.
A life that destroys humanity. How to preserve humanity and dignity? Juvenile criminals – a crime against the future.
Students debate which were the most important causes of World War 1.
How did 2 bullets fired in Sarajevo cause a war in 1914?
Students argue the relevance of the pictorial message for their knowledge of World War 1 and discuss how their selection contributes to understanding memorials and commemoration in their environment.
How far do postcards reveal what happened in World War 1?