The major characteristics and tasks of the course are 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 responses to shall be distributed (response due in week 4).

From remnants of the past to source to evidence. Research/key question and their relationship to a source's primary and secondary character. Perspectives of historical actors on practical examples (Digital Inquiry Group Stanford lesson Lunchroom Fight 1). How do we know what we know (epistemology of history)?

What makes a person historically literate? What constitutes historical thinking? (Digital Inquiry Group lesson Lunchroom Fight 2) Reading: Lee: Historical literacy

This class will discuss how history relates to the arts and sciences and its essential purpose. Students will also work on inquiry-based online activity No. 1 during the class. Reading: Evans, Defence of History, ch. 2

The dominant trends in professional history since the nineteenth century include the challenge of postmodernism from the 1970s. The workshop will include texts representing different schools of thought. Reading: Evans, Defence of History, ch. 1

A field trip to the archive: We meet there at 8.45. 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).

90-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: ● Denying the holocaust should not be a crime ● Historians have a social responsibility ● Prague metro should get rid of the highly ideologically loaded (communist) art 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. Reading: Hudson: History by Numbers, ch.1

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.

Can traditional history adequately address the objections raised by postmodernism concerning the possibility of attaining objective knowledge about the past? We shall watch the 2016 Denial featured film and discuss these points based on the experience. Reading: Lipstadt, Denying the Holocaust. The Growing Assault on Truth and Memory. New York: The Free Press, 1993, Preface and ch. 10.

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.