Teaching History

- in Denmark

Curriculum and ContentDemands on what subjects to cover:

Periods: Before 1453 1453-1776 1776-1914 1914-1989 After 1989

- Societies in antiquity- The making of Denmark- Medieval Europe- The meeting of cultures: Christian and Islamic culture

Before 1453

1453-1776

The teacher decides:Timeframe (within limits)Overview or in depth studyFocus – one or several Materials, books and/or copies

- The Renaissance- The Reformation- The Enlightenment- The meeting of cultures: colonization

1776-1914

1915-1989

After 1989

- Revolutions- Danish democracy- National identity- The industrial revolution- The meeting of cultures: imperialism

- The clash of ideologies- The welfare state- Decolonization- Human rights- The fall of the Iron curtain/ the Wall

- The role of Denmark in the international community- European integration

- Globalization

“Students should be able to • demonstrate their knowledge of important developments and

chief events in the history of Denmark, the history of Europe and global history, including relations between the national, regional, European, and global development.

• demonstrate their knowledge about different types of societies• show their ability to formulate problems and relate them to the

present time• analyse relations between human beings, natural resources and

society over time• analyse examples of relations between material circumstances

and mentality in time and space• explain societal changes and discuss principles of periodization• explain ways of forming and governing societies and see the

consequences of these for the individual• reflect on man as made by history and as a maker of history• collect and organize information about and from the past• work up on different sorts of historical material and relate

critically and methodologically to examples of how narratives of the past are used.”

The objectives“Students should be able to • demonstrate their knowledge of important developments and

chief events in the history of Denmark, the history of Europe and global history, including relations between the national, regional, European, and global development.

• demonstrate their knowledge about different types of societies• show their ability to formulate problems and relate them to the

present time• analyse relations between human beings, natural resources and

society over time• analyse examples of relations between material circumstances

and mentality in time and space• explain societal changes and discuss principles of periodization• explain ways of forming and governing societies and see the

consequences of these for the individual• reflect on man as made by history and as a maker of history• collect and organize information about and from the past• work up on different sorts of historical material and relate

critically and methodologically to examples of how narratives of the past are used.”

Consequences for teaching history

• We have a great deal of autonomy• We have to be critical and teach

critically• We present subjects from several

perspectives• Student democracy (as far as

practically possible)

The image of the participating countries in

Danish textbooks

Consulted textbooks:• Torben Peter Andersen: Historiens kernestof (2006)

= ”The coresubjects of history” (TPA)• Knud Helles et.al.: Store linjer i verdenshistorien (1996)

=”Great lines of world history” (Helles)• Olav A. Abrahamsen et. al.: Portal (2006)

= ”Portal”• Syskind/Söderberg: Det 20. århundredes verdenshistorie

(5. Udg.2003)= ”World history of the 20. Century” (Syskind)

• Hans-Kurt Gade et.al.: Europas vej (1996)= ”The path of Europe” (Gade)

Sweden• Sweden the worst enemy of Denmark in long periods of history

(TPA)• 12.-14. Century: Sweden to poor and sparsely populated to be a

rival to the Hanseatic League (TPA)• 1332: The Scanian population asked the Swedish king to rule.

(TPA)• Until 1397: Conflict between Sweden and Denmark (TPA)• The Kalmar Union relatively successful while queen Margrete

was ruling.After her death the Swedish resistance against the Union grew.(TPA)

• 1520: ”The bloodbath in Stockholm” (TPA)• 16. And 17. Century: Increasing demand for Swedish products:

timber, copper and iron. Swedish rearmament and change in balance of power between Sweden and Denmark (TPA).

• 30-years war: Successful Swedish intervention (PA, Helles, Gade)

Sweden• Sweden is an example of a state not to become absolutistic

during the 17. century (Helles)• 1659: Denmark almost swallowed up by Sweden (TPA).• Until beginning of 18. century: Denmark tries to regain

Scania (TPA)• 19. Century: Sweden becomes industrialised. (Syskind)• Supplies Germany with iron during WWII. (Syskind)• Volvo as an example of the introduction of self-governing

groups in industry. (Syskind)• Sweden neutral under the cold war. Not a member of

NATO.(Syskind)

Norway• United as a kingdom 1000-1100 (TPA)• From about 1200: ”a country that only played a European

role as supplier of fish to the European market”(TPA)• Weakened by war and illness in late 14. century. Therefore

chose to be part of the Kalmar Union.(TPA)• Too week to protest against the Kalmar Union in middle of

the 15. Century. (TPA)• Adopted the Lutheran faith in 1536. (Portal)• Occupied by Germany 1940.(Syskind)• Not a member of the EU. Member of NATO (Syskind)• Oil producing country (TPA)

Finland• 19. Century: Under Russia but language and culture

respected by the Russians (Gade).• Emerging national feeling in the late 19. century (Gade)• Gained independence during the civil wars following the

Russian revolution (Syskind)• Under the Soviet sphere of interest according to the Hitler-

Stalin pact. (Syskind) • Winter war with Soviet Union 1939-1940. Allied with

Germany in WWII. (TPA, Syskind).• Improved relations with the Soviet Union after 1956

(Syskind)• Not a member of the EU in the 1980’ies

The Baltic countries.• Object for crusades in the middle ages (Gade)• Occupied by Soviet Union 1940 (Portal)• Under the Soviet sphere of interest according to the Hitler-

Stalin pact. (Syskind)

Poland• 16. and 17. Century: Serfdom. Stagnation (Gade).• Late 18. Century: Partitions of Poland. (TPA).• 1830 and 1948: Revolution/national rebellion (TPA, Helles,

Gade).• 19. Century: Increasing national sentiment.• After WWI: Creation af Polish state (TPA).• Hitler-Stalin pact. Partition of Poland (Helles Syskind)• After WWI: The question of government and borders. (TPA,

Helles, Syskind).• 1956: Strikes. Demands for multiparty system. Result: Less

autoritarian ledership.(TPA, Helles, Syskind).

• 1970 and 1976: Strikes (Helles)• Early eighties: The creation of the Solidarity movement.

Military law (Helles, Syskind)• 1989: Solidarity in power (TPA, Syskind)• 1995: (ex)communist president elected by free elections

(Syskind)• Member of NATO and EU (TPA, Syskind)

Danish History – in EnglishGeneral Danish history:• http://www.historie-online.dk/histsider/index.htm

(partly English)Ancient Danish history:• http://www.english.lejre-center.dk/Danish kings:• http://www.danskekonger.dk/eng/index.htmlThe National Museum of Denmark:• http://www.nationalmuseet.dk/sw20379.aspDanish museums on-line search:• http://www.dmol.dk/engelsk/start.aspDanish museums listed:• http://www.museums.dk/denmark.html )

Danish history - linksFrom the Danish foreign ministry:• http://www.um.dk/Publikationer/UM/English/Denmark/

kap6/6.asp(not for students!)

Danish possessions:• http://www.geocities.com/Athens/Styx/6497/DanishP.html

• The university of Århus is making a website over Danish history in English. It will be netbased at the end of 2008.14 chapters of Danish history.An encyclopedia with 1000 articles about persons, events and phenomena.Written sources

A book in English:Jespersen, Knud J. V., f. 1942: A history of Denmark, Palgrave Macmillan, 2004