The major characteristics and tasks of the course explained. A brief introduction to history as a field of study. Difference to the past and memory. Writing and rewriting of history (use of Socialism Realised). material). Papers to write response to shall be distributed (response due in week 6).

From remnants of the past to source, to evidence. Research/key question and their relationship to primary and secondary character of a source. Perspectives of historical actors on practical examples (SHEG Stanford lesson). How do we know what we know (epistemology of history).

Description: How history relates to the arts and the sciences, and its essential purpose. Reading: Evans, Defence of History, ch. 2, Carr, What is History? ch. 3.

The dominant trends in professional history since the nineteenth century, including the challenge of postmodernism from the 1970s. Reading: Evans, Defence of History, ch. 1; Novick, That Noble Dream, ch. 1. Assignments/deadlines: None. Note: Feedback on Inquiry-based activity and in-class participation given. Groups for the debate.

A field trip to the archive. We shall meet in front of the reception of AAU at 11:15. Check the website of the archive at https://www.abscr.cz/en/ to prepare. In case you need to come directly, check the address below and eventually call my mobile (724282364).

What makes a person historically literate? What constitutes historical thinking? How to measure historical literacy?

60-minute written exam. Building on the experience with the inquiry-based activities, students will be given one in the class to complete. This is going to be followed by a written reflection (mini-essay) on the process of historical thinking. Notes or other aides are allowed.

The lesson should look both from the theoretical and practical side on the challenges and opportunities of LLM generative tools for history, memory and education.

Presentism as a challenge, debates around the role of history today.

The debate assignment is designed to facilitate an active and critical student role in the completion of the course, to encourage students to reflect on the relationship between history and contemporary society, and to develop and defend standpoints on this issue. In Week 10, the class will perform a debate in front of a general audience (the AAU community will be given a general invitation). Having in Week 4 split the class into two groups, each group will expound an argument in support or in opposition to a proposition which addresses the role of history in the contemporary public sphere such as: ● The way history is taught is wrong ● Denying the holocaust should not be a crime ● Historians have a social responsibility Each presentation is to last 20 minutes, and may be supported by PPT or other visual aids – but it must rely primarily on the eloquence and expertise.

The application of quantitative methodologies to history.

Is there some end to academic history? What are the differences between the regimes of truth at court and in historical debate? What is the role of witnesses? We shall watch The Denial and discuss the topics it together with the readings raises. Lipstadt, Denying the Holocaust. The Growing Assault on Truth and Memory. New York: The Free Press, 1993, Preface and ch. 10.

Each student will deliver a ten-minute presentation, summarizing the findings of their essays. Assignments/deadlines: Students will submit their presentation notes to the instructor at the close of class.

What ultimate conclusions can we as a class arrive at regarding the questions raised over the past fourteen weeks? Read Richard Evans’ response to his critics to help stimulate your thoughts. Electronic copy required via NEO by midnight.